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1. Russell, John. Exploring teacher and administrator perception regarding game-based learning.
Degree: 2016, Drexel University
URL: http://hdl.handle.net/1860/idea:7263
Although games have permeated our society and culture, they have yet to take their rightful place in education. Game-based learning (GBL) is associated with a… (more)
Although games have permeated our society and culture, they have yet to take their rightful place in education. Game-based learning (GBL) is associated with a myriad of benefits, including increased motivation, engagement, and varied skill development; yet it is not widely used in formal K-12 schooling. Therefore, it is critical to understand not only the educational value of games (board, social, and digital) but also stakeholders' perceptions of GBL as they may impact programs and implementation. Working from a constructivist paradigm, this research reviewed existing literature regarding GBL benefits, obstacles, use, and perceptions before shifting its attention to explore perceptions in one secondary education institution considering GBL as a common instructional practice. By focusing on research questions that examine teacher and administrator perceptions about, teacher use of, and administrative observations regarding GBL, the study aimed to support and inform this school in future GBL implementation initiatives. The study employed a mixed methods approach using surveys and focus group discussions in a cycle of explanatory sequential design that gathered targeted input from 10 teachers and 8 administrators from a 7-12 high school, as well as elements from an administrative review of teacher practice through historical data, to construct and confirm a collective stakeholder perception about GBL. Data was reviewed from all three approaches and themes emerged that connected findings across data sources as well as stakeholder subgroups. Critical information on game use, perceived benefits, potential obstacles, and the emergent generational gap between new and veteran teachers provided insightful results that ultimately addressed the core research questions and yielded interesting recommendations for future initiatives and research. While the study may not be able to define conclusively GBL's rightful place in the field of education, the research thoroughly explored the perceptions and realities that influence the inconsistencies associated with game use as tool for teaching and learning in this setting. As a result, this, or any, district can now build on the established foundation of qualitative and quantitative data on perceptions, use, values, and concerns to drive GBL progress in a direction that is manageable and meaningful.
Ed.D., Educational Leadership and Management – Drexel University, 2016
Advisors/Committee Members: Mawritz, Kenneth J., School of Education.
Subjects/Keywords: Education; Simulation games in education; Educational games
Russell, J. (2016). Exploring teacher and administrator perception regarding game-based learning . (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7263
Russell, John. "Exploring teacher and administrator perception regarding game-based learning." 2016. Thesis, Drexel University. Accessed January 15, 2021. http://hdl.handle.net/1860/idea:7263.
Russell, John. "Exploring teacher and administrator perception regarding game-based learning." 2016. Web. 15 Jan 2021.
Russell J. Exploring teacher and administrator perception regarding game-based learning. [Internet] [Thesis]. Drexel University; 2016. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1860/idea:7263.
Russell J. Exploring teacher and administrator perception regarding game-based learning. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7263
2. Gibson, Benjamin Ian. Educational Games for Teaching Computer Science.
Degree: MS, Computer Science, 2013, University of Canterbury
URL: http://dx.doi.org/10.26021/7083
► Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the… (more)
▼ Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the students learn from playing educational games. The current work in this field does not seem to be particularly cohesive, so there is no clear idea of what has already been done, and what works. The focus of this thesis is to provide a clearer picture of the range of games available for teaching Computer Science, and to provide guidelines for designing and evaluating them. The first and primary part of the thesis was to find and provide detailed information on as many of the existing educational games that teach Computer Science as possible. An extensive search was performed, and 41 games were found. From these it can be seen that while a few topics, mainly binary and introductory programming concepts, have sufficient coverage, most topics in Computer Science have barely been touched. Of the games for teaching Computer Science that were found, most were available online, at no cost, and only required a short time investment to play. The second part of the thesis focuses on growing the number of games that could be used for teaching Computer Science. This is achieved by providing guidelines on producing new work, and an example game is produced to test the guidelines.
Subjects/Keywords: Education; Games; Computer Science; Educational Games
Gibson, B. I. (2013). Educational Games for Teaching Computer Science . (Masters Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/7083
Gibson, Benjamin Ian. "Educational Games for Teaching Computer Science." 2013. Masters Thesis, University of Canterbury. Accessed January 15, 2021. http://dx.doi.org/10.26021/7083.
Gibson, Benjamin Ian. "Educational Games for Teaching Computer Science." 2013. Web. 15 Jan 2021.
Gibson BI. Educational Games for Teaching Computer Science. [Internet] [Masters thesis]. University of Canterbury; 2013. [cited 2021 Jan 15]. Available from: http://dx.doi.org/10.26021/7083.
Gibson BI. Educational Games for Teaching Computer Science. [Masters Thesis]. University of Canterbury; 2013. Available from: http://dx.doi.org/10.26021/7083
3. Crow, Tyne V H. A mobile game world for Māori language learning.
Degree: Master of Information Sciences, 2015, Massey University
► This project involves the research, development and evaluation of a mobile assisted language learning tool that teaches some aspects of the Maori language within a… (more)
▼ This project involves the research, development and evaluation of a mobile assisted language learning tool that teaches some aspects of the Maori language within a virtual game world. The Maori language has been going through a process of rejuvenation since the mid-1900s. A wide range of multimedia resources have been created to support the process of language rejuvenation and there have been some effective digital resources created. Despite the ubiquity of modern games, computer games are a form of media that is under-represented in the wealth of Maori language resources and there are only a small handful of existing software tools for Maori language learning, of which few are game based. There is growing interest in the application of modern game mechanics to other areas; popularly termed as gamification. This project aims to use the more dynamic features of modern games within a simulated game world to structure Maori language learning experiences. While globally there have been many computer assisted language learning tools and there is some research on virtual worlds and language learning, there have been few language learning tools developed within purpose built simulated game worlds. The project is structured around the Design Science Research Process in which short iterative design cycles are applied to the development phase with prototypes being developed and tested with teachers, students and academics as design partners. The implementation of techniques in human centred design ensures that design partners are involved in the whole design and research process. In practice this involved testing early prototypes with educators then subsequently whole classes of students. In between testing the software was redeveloped based on the observations and feedback collected.
Subjects/Keywords: Computer games; Mobile apps; Educational games
Crow, T. V. H. (2015). A mobile game world for Māori language learning . (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6973
Crow, Tyne V H. "A mobile game world for Māori language learning." 2015. Masters Thesis, Massey University. Accessed January 15, 2021. http://hdl.handle.net/10179/6973.
Crow, Tyne V H. "A mobile game world for Māori language learning." 2015. Web. 15 Jan 2021.
Crow TVH. A mobile game world for Māori language learning. [Internet] [Masters thesis]. Massey University; 2015. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10179/6973.
Crow TVH. A mobile game world for Māori language learning. [Masters Thesis]. Massey University; 2015. Available from: http://hdl.handle.net/10179/6973
4. Gomez, Beatriz. Smart decisions.
Degree: School of Film and Animation (CIAS), 1999, Rochester Institute of Technology
URL: https://scholarworks.rit.edu/theses/6399
► It is very often that parents and educators find themselves running out of words when it comes to explaining a sensitive topic to a child.… (more)
▼ It is very often that parents and educators find themselves running out of words when it comes to explaining a sensitive topic to a child. Such topics include but are not limited to sex, abortion, adoption, pregnancy, divorce, drugs, and disease. A computer based game has been designed to help parents and educators address such sensitive topics. This software package consists of a series of two dimensional animations. All of the animations belong to the same story, which as it progress, gives the player the opportunity to make diverse decisions. Each decision leads the player through a different path, hence to a different conclusion. A brief example of what the game could be like, has been implemented using a variety of software packages available on the Mac platform. The purpose of this report is to document the making of the implemented piece and the conclusions derived from it. Advisors/Committee Members: Keough, Robert.
Subjects/Keywords: Educational games
Gomez, B. (1999). Smart decisions . (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/6399
Gomez, Beatriz. "Smart decisions." 1999. Thesis, Rochester Institute of Technology. Accessed January 15, 2021. https://scholarworks.rit.edu/theses/6399.
Gomez, Beatriz. "Smart decisions." 1999. Web. 15 Jan 2021.
Gomez B. Smart decisions. [Internet] [Thesis]. Rochester Institute of Technology; 1999. [cited 2021 Jan 15]. Available from: https://scholarworks.rit.edu/theses/6399.
Gomez B. Smart decisions. [Thesis]. Rochester Institute of Technology; 1999. Available from: https://scholarworks.rit.edu/theses/6399
5. Jackson, Luke Conrad. The role of the writer in creating narrative-driven digital educational games.
Degree: School of Education, 2017, Deakin University
URL: http://hdl.handle.net/10536/DRO/DU:30102830
► The two interlocking studies within this inquiry were undertaken to discover how the writers of narrative-driven digital educational games can improve these games' potential effectiveness,… (more)
▼ The two interlocking studies within this inquiry were undertaken to discover how the writers of narrative-driven digital educational games can improve these games' potential effectiveness, using action and textual elements. This was achieved by conducting a critical analysis of the literature, analysing best practice games and interviewing their writers. Advisors/Committee Members: O'Mara, Joanne, Moss, Julianne.
Subjects/Keywords: electronic educational games; learning process
Jackson, L. C. (2017). The role of the writer in creating narrative-driven digital educational games . (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30102830
Jackson, Luke Conrad. "The role of the writer in creating narrative-driven digital educational games." 2017. Thesis, Deakin University. Accessed January 15, 2021. http://hdl.handle.net/10536/DRO/DU:30102830.
Jackson, Luke Conrad. "The role of the writer in creating narrative-driven digital educational games." 2017. Web. 15 Jan 2021.
Jackson LC. The role of the writer in creating narrative-driven digital educational games. [Internet] [Thesis]. Deakin University; 2017. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10536/DRO/DU:30102830.
Jackson LC. The role of the writer in creating narrative-driven digital educational games. [Thesis]. Deakin University; 2017. Available from: http://hdl.handle.net/10536/DRO/DU:30102830
6. Maher, John. Towards an appreciation of the place and potential of computer games in education.
Degree: 2011, University of Limerick
Our objective was to investigate computer games to assess their educational potential. We came to the view that it would serve best to identify… (more)
Our objective was to investigate computer games to assess their educational potential. We came to the view that it would serve best to identify cultural, ideological, and pragmatic concerns that could present obstacles to the introduction of games into the classroom. Therefore, the focus of our research changed in character from a theoretical to a pragmatically informed basis. Given the relative youth of the field that constitutes educational games research, we set about creating an overview of the field in order to establish a semblance of direction towards the production of viable games. To complement the prevalent view that games might be successful because of their motivational qualities we proposed a balancing principle that alternative views had also to be countenanced. We took the position that because computer games as entertainment were self‐motivating it did not necessarily follow that similar motivational factors could be relied on for application in education. We therefore analysed the positivistic bias we had identified as problematic because it did not seem to anticipate the possibilities of counter reaction and resistance from the students who were expected to learn with educational games and the teachers who would be expected to implement them.
Advisors/Committee Members: Murray, Liam.
Subjects/Keywords: computer games; educational potential
Maher, J. (2011). Towards an appreciation of the place and potential of computer games in education . (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/1929
Maher, John. "Towards an appreciation of the place and potential of computer games in education." 2011. Thesis, University of Limerick. Accessed January 15, 2021. http://hdl.handle.net/10344/1929.
Maher, John. "Towards an appreciation of the place and potential of computer games in education." 2011. Web. 15 Jan 2021.
Maher J. Towards an appreciation of the place and potential of computer games in education. [Internet] [Thesis]. University of Limerick; 2011. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10344/1929.
Maher J. Towards an appreciation of the place and potential of computer games in education. [Thesis]. University of Limerick; 2011. Available from: http://hdl.handle.net/10344/1929
7. Burch, Ethan. Echo Chamber: A Persuasive Game for Reexamining Climate Change Rhetoric.
Echo Chamber is a game that persuades players to re-examine their argumentation style and adopt new rhetorical techniques procedurally delivered through gameplay. The importance of… (more)
Echo Chamber is a game that persuades players to re-examine their argumentation style and adopt new rhetorical techniques procedurally delivered through gameplay. The importance of this game is for two reasons: rst, though several games have been made addressing the environmental impacts of climate change, none have exam- ined the gap between scienti c and public discourse over climate change; second, to teach players more e ective communication techniques for conveying climate change in public venues. Echo Chamber was used in our study which gathered empirical data through quantitative and qualitative result analysis. Signi cant ndings in qualitative trends indicate support for our theoretical framework, persuading through procedural rhetoric. Our results provide other developers insight into persuasion through game mechanics with good design practices for similar persuasive games.
M.S., Digital Media – Drexel University, 2016
Advisors/Committee Members: Zhu, Jichen.
Subjects/Keywords: Digital Media; Educational games; Forensics (Public speaking) – Games; Persuasion (Rhetoric) – Games
Burch, E. (2016). Echo Chamber: A Persuasive Game for Reexamining Climate Change Rhetoric . (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6861
Burch, Ethan. "Echo Chamber: A Persuasive Game for Reexamining Climate Change Rhetoric." 2016. Thesis, Drexel University. Accessed January 15, 2021. http://hdl.handle.net/1860/idea:6861.
Burch, Ethan. "Echo Chamber: A Persuasive Game for Reexamining Climate Change Rhetoric." 2016. Web. 15 Jan 2021.
Burch E. Echo Chamber: A Persuasive Game for Reexamining Climate Change Rhetoric. [Internet] [Thesis]. Drexel University; 2016. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1860/idea:6861.
Burch E. Echo Chamber: A Persuasive Game for Reexamining Climate Change Rhetoric. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:6861
8. Pobuda, Tanya. Playing games, saving lives: a critical analysis of serious games for nursing instruction.
Degree: 2017, Ryerson University
URL: https://digital.library.ryerson.ca/islandora/object/RULA%3A6002
► Used by military tacticians, political strategists, educational institutions and increasingly healthcare organizations, serious games are often defined as interactive digital games purpose-built to persuade and… (more)
▼ Used by military tacticians, political strategists, educational institutions and increasingly healthcare organizations, serious games are often defined as interactive digital games purpose-built to persuade and educate rather than strictly entertain (Zyda, 2005; Abt, 1970; Chen & Michael, 2005). Serious games offer learners the opportunity to experience subject matter in a different way than more traditional, classroom-based education. Using experiential learning theory (ELT) as defined by Kolb (1984), this Master's Research Project (MRP) examines how two serious games, Post-Op Pediatric Clinical Simulation and Therapeutic Communication and Mental Health Assessment, Skills Practice: A Home Visit, created for nursing education, were constructed. Specifically, this paper explores how healthcare educators and technologists from Toronto-based post secondary institutions designed these serious games. Based on the designers' understanding of serious games and their decisions, what key design elements were prioritized to support student learning and engagement? What design elements can be observed in these games? The analysis was conducted using qualitative content analysis of the designer's interviews and qualitative content analysis of the games. The research uncovers that interactivity and immersion were observed to be prioritized by the designers in their discussions and in the final design of the game. This emphasis on interactivity and immersion was described by the designers as being in service of delivering a "real-world" simulated set of patient encounters in acute care pediatrics and mental health assessments in Post-Op and Home Visit respectively. The game designers also made a series of design decisions that resulted in an always-on, pervasive game design which encourages pick-up-and-play game replayability and student experimentation.
Subjects/Keywords: Educational games – Design and construction; Educational games; Simulation games in education; Nursing – Study and teaching
Pobuda, T. (2017). Playing games, saving lives: a critical analysis of serious games for nursing instruction . (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6002
Pobuda, Tanya. "Playing games, saving lives: a critical analysis of serious games for nursing instruction." 2017. Thesis, Ryerson University. Accessed January 15, 2021. https://digital.library.ryerson.ca/islandora/object/RULA%3A6002.
Pobuda, Tanya. "Playing games, saving lives: a critical analysis of serious games for nursing instruction." 2017. Web. 15 Jan 2021.
Pobuda T. Playing games, saving lives: a critical analysis of serious games for nursing instruction. [Internet] [Thesis]. Ryerson University; 2017. [cited 2021 Jan 15]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6002.
Pobuda T. Playing games, saving lives: a critical analysis of serious games for nursing instruction. [Thesis]. Ryerson University; 2017. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6002
9. Guevara, Caroline J. Indemnity: an Activist Game Conveying Latino Immigration Motivations for Social Awareness.
The use of games for educational, advertising and activist purposes has been in- creasing in recent years to address social issues ranging from genocide to… (more)
The use of games for educational, advertising and activist purposes has been in- creasing in recent years to address social issues ranging from genocide to world hunger. One of the many social problems that need to be addressed is the underlying cause that are forcing thousands of Latino immigrants, mostly children and teenagers from Central America, to seek asylum in the U.S. The reasons are often complex and in- terrelated and are misunderstood by many. Focusing on this issue by breaking down the various factors that contribute to it through an activist video game may clear up negative misconceptions and persuade audiences to become more empathetic for this underrepresented group. The creation of an activist video game following a persua- sive game framework is used to convey the motivations of forced Latino immigration to the U.S. The game places emphasis on both game mechanics and story ensuring that they complement each other. Indemnity aims to educate audiences on the life threatening dangers young Central Americans face on a daily basis. Questionnaires were administered before and after playing the game to collect data on the e ective- ness and how to further improve on serious game design principles for future use. The study results con rmed Indemnity was successful by increasing awareness and sym- pathy for undocumented Latinos who are currently facing hardships in their country. Furthermore, it was able to pique interest in participants to learn more about the social issue. Future work for Indemnity could include more developed characters and storylines as well as testing on a more diverse pool size.
Subjects/Keywords: Digital media; Educational games – Emigration and immigration; Educational games – Hispanic Americans
Guevara, C. J. (2015). Indemnity: an Activist Game Conveying Latino Immigration Motivations for Social Awareness . (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6515
Guevara, Caroline J. "Indemnity: an Activist Game Conveying Latino Immigration Motivations for Social Awareness." 2015. Thesis, Drexel University. Accessed January 15, 2021. http://hdl.handle.net/1860/idea:6515.
Guevara, Caroline J. "Indemnity: an Activist Game Conveying Latino Immigration Motivations for Social Awareness." 2015. Web. 15 Jan 2021.
Guevara CJ. Indemnity: an Activist Game Conveying Latino Immigration Motivations for Social Awareness. [Internet] [Thesis]. Drexel University; 2015. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1860/idea:6515.
Guevara CJ. Indemnity: an Activist Game Conveying Latino Immigration Motivations for Social Awareness. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:6515
10. Lee, Yu-Hao. The interaction effects of working memory capacity, gaming expertise, and scaffolding design on attention and comprehension in digital game based learning.
Degree: 2013, Michigan State University
URL: http://etd.lib.msu.edu/islandora/object/etd:870
Thesis Ph. D. Michigan State University. Media and Information Studies 2013.
Educational digital games are often complex problem-solving experiences that can facilitate systematic comprehension. However,… (more)
Educational digital games are often complex problem-solving experiences that can facilitate systematic comprehension. However, empirical studies of digital game based learning (DGBL) have found mixed results regarding DGBL's effect in improving comprehension. While learners generally enjoyed the DGBL learning experience, they often failed to comprehend the underlying message and construct knowledge. One possible explanation for the mixed results is that DGBL comprehension is moderated by individual differences in working memory and gaming expertise (knowledge, skills). Due to the procedural nature of communication in game design, learning from digital games requires processing multiple interacting elements within one's working memory. The amount of available working memory that can be allocated to processing the educational messages is affected by the learner's expertise about the game mechanics, along with the structure of the game design. This study seeks to investigate how working memory capacity and gaming skill expertise interact with game scaffolding design to influence attention and comprehension. Two specific game scaffolding designs – content-knowledge scaffolding and gaming-skill scaffolding are examined in this study. The two designs are aimed to support learning by reducing the amount of efforts that players need to exert to figure out how to play the game, thus reducing the demand on their working memory and freeing up working memory for comprehension. But some studies have shown that learners' expertise level also moderates the effect of these designs. Learners with more expertise do not benefit from scaffolding – a phenomenon known as expertise-reversal effect or reverse cohesion effect. This study has three goals: (1) to examine the influence of individual working memory capacity and gaming expertise on attention and comprehension in the context of digital games; (2) to examine the effect of scaffolding designs on attention and comprehension with regards to working memory and expertise; and (3) to examine competing explanations from the expertise-reversal effect and the reverse-cohesion effect. The findings showed that gaming expertise significantly predicts attention when the player can recognize the game design (the game mechanics) as within their gaming expertise domain. Consistent with the expertise reversal effect and the reverse cohesion effect, players with higher gaming-skill expertise paid more attention to the gaming-skill scaffolding design. However, the findings suggest that gaming-skill experts and non-experts focused their attention on different aspects of the game. Working memory capacity and attention only predicted comprehension for learners with lower gaming-skill expertise. Working memory capacity and attention did not predict comprehension for learners with higher gaming-skill expertise. The gaming-skill scaffolding design was effective in mitigating the gap between learners with high and low gaming-skill…
Advisors/Committee Members: Heeter, Carrie, Peng, Wei, Spiro, Rand, Ratan, Rabindra.
Subjects/Keywords: Educational games; Computer games; Comprehension; Short-term memory; Communication; Educational technology
Lee, Y. (2013). The interaction effects of working memory capacity, gaming expertise, and scaffolding design on attention and comprehension in digital game based learning . (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:870
Lee, Yu-Hao. "The interaction effects of working memory capacity, gaming expertise, and scaffolding design on attention and comprehension in digital game based learning." 2013. Thesis, Michigan State University. Accessed January 15, 2021. http://etd.lib.msu.edu/islandora/object/etd:870.
Lee, Yu-Hao. "The interaction effects of working memory capacity, gaming expertise, and scaffolding design on attention and comprehension in digital game based learning." 2013. Web. 15 Jan 2021.
Lee Y. The interaction effects of working memory capacity, gaming expertise, and scaffolding design on attention and comprehension in digital game based learning. [Internet] [Thesis]. Michigan State University; 2013. [cited 2021 Jan 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:870.
Lee Y. The interaction effects of working memory capacity, gaming expertise, and scaffolding design on attention and comprehension in digital game based learning. [Thesis]. Michigan State University; 2013. Available from: http://etd.lib.msu.edu/islandora/object/etd:870
Universidade do Rio Grande do Sul
11. Trois, Sonia. Proposta de heurísticas para adaptação de conteúdo instrucional a games educativos.
Degree: 2013, Universidade do Rio Grande do Sul
URL: http://hdl.handle.net/10183/100133
Com as crescentes expansão e popularização dos jogos digitais, sua utilização para fins além do simples entretenimento é cada vez mais visada por educadores, especialistas… (more)
Com as crescentes expansão e popularização dos jogos digitais, sua utilização para fins além do simples entretenimento é cada vez mais visada por educadores, especialistas e estudantes. No entanto, os jogos educativos nem sempre conseguem concorrer com jogos comerciais. Nesse contexto, a presente pesquisa tem por objetivo desenvolver e avaliar um conjunto de heurísticas projetuais que contribuam com o desenvolvimento, adaptação de conteúdo instrucional e avaliação de jogos digitais educativos. Para isso, foram investigados aspectos relativos ao design instrucional e abordagens de aprendizagem, bem como características referentes a elementos que constituem os jogos digitais comerciais. Esses dados, obtidos a partir de base teórica composta por autores diversos das áreas supracitadas, foram analisados e comparados a partir de informações similares e/ou complementares, gerando um conjunto inicial de heurísticas. Esse foi revisado e incrementado com informações obtidas através de entrevistas com especialistas da área, realizadas para compreender as percepções e aspectos relacionados à prática do desenvolvimento de jogos educativos. O conjunto de heurísticas foi, então, testado e avaliado por especialistas e readequado conforme o feedback recebido. Os resultados permitiram a construção de um protótipo funcional para a adaptação de conteúdo instrucional, desenvolvimento e avaliação de jogos digitais educativos.
With the growth and popularization of videogames, their use to purposes beyond simple entertainment is increasingly targeted by educators, professionals and students. However, educational games are not always able to compete with commercial games. In this context, this research intends to develop and evaluate a set of heuristics for projects, with the purpose of contribute on the development, measurement and adaptation of instructional content on educational games. In order to achieve this goal, aspects related to instructional design and learning approaches have been researched, as well as characteristics of commercial games. These data, obtained through theoretical research, were analyzed and compared through similar/complementary informations, generating a primary set of heuristics, which has been complemented by data obtained through interviews with experts on the subject. The set of heuristics was, then, tested and evaluated by experts, and reviewed according to this feedback. The results allowed the construction of a functional prototype to improve adaptation of instructional content, development and evaluation of educative games.
Advisors/Committee Members: Silva, Regio Pierre da.
Subjects/Keywords: Educational games; Heurística; Digital games; Jogos digitais; Jogos educativos; Serious games; Design instrucional; Heuristics; Education
Trois, S. (2013). Proposta de heurísticas para adaptação de conteúdo instrucional a games educativos . (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/100133
Trois, Sonia. "Proposta de heurísticas para adaptação de conteúdo instrucional a games educativos." 2013. Thesis, Universidade do Rio Grande do Sul. Accessed January 15, 2021. http://hdl.handle.net/10183/100133.
Trois, Sonia. "Proposta de heurísticas para adaptação de conteúdo instrucional a games educativos." 2013. Web. 15 Jan 2021.
Trois S. Proposta de heurísticas para adaptação de conteúdo instrucional a games educativos. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2013. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10183/100133.
Trois S. Proposta de heurísticas para adaptação de conteúdo instrucional a games educativos. [Thesis]. Universidade do Rio Grande do Sul; 2013. Available from: http://hdl.handle.net/10183/100133
12. Castronovo, Fadi. Assessing Problem-Solving Skills in Construction Education with the Virtual Construction Simulator.
Degree: 2016, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/08612n52b
► The ability to solve complex problems is an essential skill that a construction and project manager must possess when entering the architectural, engineering, and construction… (more)
▼ The ability to solve complex problems is an essential skill that a construction and project manager must possess when entering the architectural, engineering, and construction industry. Such ability requires a mixture of problem-solving skills, ranging from lower to higher order thinking skills, composed of cognitive and metacognitive processes. These skills include the ability to develop and evaluate construction plans and manage the execution of such plans. However, in a typical construction program, introducing students to such complex problems can be a challenge, and most commonly the learner is presented with only part of a complex problem. To support this challenge, the traditional methodology of delivering design, engineering, and construction instruction has been going through a technological revolution, due to the rise of computer-based technology. For example, in construction classrooms, and other disciplines, simulations and educational games are being utilized to support the development of problem-solving skills. Previous engineering education research has illustrated the high potential that simulations and educational games have in engaging in lower and higher order thinking skills. Such research illustrated their capacity to support the development of problem-solving skills. This research presents evidence supporting the theory that educational simulation games can help with the learning and retention of transferable problem-solving skills, which are necessary to solve complex construction problems. The educational simulation game employed in this study is the Virtual Construction Simulator (VCS). The VCS is a game developed to provide students in an engaging learning activity that simulates the planning and managing phases of a construction project. Assessment of the third iteration of the VCS(3) game has shown pedagogical value in promoting students' motivation and a basic understanding of construction concepts. To further evaluate the benefits on problem-solving skills, a new version of the VCS(4) was developed, with new building modules and assessment framework. The design and development of the VCS4 leveraged research in educational psychology, multimedia learning, human-computer interaction, and Building Information Modeling. In this dissertation the researcher aimed to evaluate the pedagogical value of the VCS4 in fostering problem-solving skills. To answer the research questions, a crossover repeated measures quasi-experiment was designed to assess the educational gains that the VCS can provide to construction education. A group of 34 students, attending a fourth-year construction course at a university in the United States was chosen to participate in the experiment. The three learning modules of the VCS were used, which challenged the students to plan and manage the construction process of a wooden pavilion, the steel erection of a dormitory, and the concrete placement of the same dormitory. Based on the results the researcher was able to provide evidence supporting the hypothesis that the… Advisors/Committee Members: John Messner, Dissertation Advisor/Co-Advisor.
Subjects/Keywords: construction education; engineering education; serious games; educational games; simulation games; architectural engineering; problem-solving
Castronovo, F. (2016). Assessing Problem-Solving Skills in Construction Education with the Virtual Construction Simulator . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/08612n52b
Castronovo, Fadi. "Assessing Problem-Solving Skills in Construction Education with the Virtual Construction Simulator." 2016. Thesis, Penn State University. Accessed January 15, 2021. https://submit-etda.libraries.psu.edu/catalog/08612n52b.
Castronovo, Fadi. "Assessing Problem-Solving Skills in Construction Education with the Virtual Construction Simulator." 2016. Web. 15 Jan 2021.
Castronovo F. Assessing Problem-Solving Skills in Construction Education with the Virtual Construction Simulator. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/08612n52b.
Castronovo F. Assessing Problem-Solving Skills in Construction Education with the Virtual Construction Simulator. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/08612n52b
13. Alfaifi, Kadia Mohammad. Using board games to teach physics.
Degree: Education, 2013, Eastern Washington University
URL: https://dc.ewu.edu/theses/169
► "This was an exploratory study that examined how board games affect students' motivation and learning of content about science (Physics). Quasi-Experiment research was used… (more)
▼ "This was an exploratory study that examined how board games affect students' motivation and learning of content about science (Physics). Quasi-Experiment research was used to determine the academic effects of the board game as well as an attitudinal survey to evaluate motivation. Participants were selected by a convenience sample from undergraduate courses in the Department of Education at a regional university. Participants were taught by two methods: using a board game and traditional (lecture). Participants in both groups gave a pretest to determine their knowledge of physics followed by posttest to determine their retention after using the board game, or traditional method. An attitudinal survey was given after each setting for participants to evaluate their impression about their motivation to learn, increasing social skills, and enhancing critical thinking about either method. Findings of the study suggested that the board game should be used to help students develop their content knowledge of physics, motivate them to learn, increase their social skills, and enhance critical thinking" – Document. Advisors/Committee Members: Tara Haskins, Mariann Donley, Carol Taylor.
Subjects/Keywords: Physics – Study and teaching (Higher); Physics – Study and teaching – Games; Educational games; Board games; Education
Alfaifi, K. M. (2013). Using board games to teach physics . (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/169
Alfaifi, Kadia Mohammad. "Using board games to teach physics." 2013. Thesis, Eastern Washington University. Accessed January 15, 2021. https://dc.ewu.edu/theses/169.
Alfaifi, Kadia Mohammad. "Using board games to teach physics." 2013. Web. 15 Jan 2021.
Alfaifi KM. Using board games to teach physics. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2021 Jan 15]. Available from: https://dc.ewu.edu/theses/169.
Alfaifi KM. Using board games to teach physics. [Thesis]. Eastern Washington University; 2013. Available from: https://dc.ewu.edu/theses/169
14. Linssen, J.M. Adaptive Learning in an Educational Game – Adapting Game Complexity to Gameplay Increases Efficiency of Learning.
Degree: 2011, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/209892
► This thesis investigates the possibilities of adaptivity in an educational game called Code Red: Triage. This game lets players assume the role of a medical… (more)
▼ This thesis investigates the possibilities of adaptivity in an educational game called Code Red: Triage. This game lets players assume the role of a medical first responder who has to triage victims. A triage is a procedure through which medical personnel can determine the priority of a victim. The first hypothesis of this thesis is that, by making the game adapt itself autonomously to the player, it becomes more efficient. That is, based on how a player performs in the game, the game changes its properties to suit his needs. The second hypothesis is that the player feels more engaged by the game if it adapts itself to his needs. This would be the case because he would be challenged optimally by the adaptations the game makes. The adaptation consists of determining which victim cases should be presented to the player. Each victim has his own complexity, so when a player reaches a particular skill level, slightly more complex victims are presented to him. This idea is implemented in Code Red: Triage and subjected to an experiment in order to falsify the hypotheses. The experiment is comparitive in nature and features two groups: one playing the adaptive version of the game and one (the control group) playing the non-adaptive version. Results from the experiment confirm the hypothesis concerning efficiency: adaptivity in the game lets players gain knowledge faster, i.e., in less time and in less victim cases. Thus, adaptive learning is more efficient than static learning. However, engagement was found not to differ between conditions, disproving the second hypothesis. Nonetheless, these outcomes indicate that adaptivity has promising possibilities for educational games by saving time and effort of the players. Future research should investigate in different possibilities of in-game adaptivity that heighten efficiency or engagement. Advisors/Committee Members: Meyer, J.-J.Ch., van Oostendorp, H. van, van der Spek, E.D. van der.
Subjects/Keywords: adaptive learning; adaptivity; artificial intelligence; educational games; game design; serious games
Linssen, J. M. (2011). Adaptive Learning in an Educational Game – Adapting Game Complexity to Gameplay Increases Efficiency of Learning . (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/209892
Linssen, J M. "Adaptive Learning in an Educational Game – Adapting Game Complexity to Gameplay Increases Efficiency of Learning." 2011. Masters Thesis, Universiteit Utrecht. Accessed January 15, 2021. http://dspace.library.uu.nl:8080/handle/1874/209892.
Linssen, J M. "Adaptive Learning in an Educational Game – Adapting Game Complexity to Gameplay Increases Efficiency of Learning." 2011. Web. 15 Jan 2021.
Linssen JM. Adaptive Learning in an Educational Game – Adapting Game Complexity to Gameplay Increases Efficiency of Learning. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2021 Jan 15]. Available from: http://dspace.library.uu.nl:8080/handle/1874/209892.
Linssen JM. Adaptive Learning in an Educational Game – Adapting Game Complexity to Gameplay Increases Efficiency of Learning. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/209892
15. Rooij, C.C.M. van. User modeling for Complex Personalization Problems: A general methodology and BDI-agent-based framework.
► In this master thesis, I investigate the possibilities of combing the research fields of user modeling and intelligent agents. A general user modeling methodology and… (more)
▼ In this master thesis, I investigate the possibilities of combing the research fields of user modeling and intelligent agents. A general user modeling methodology and a BDI-agent-based framework is proposed for this purpose. The use and usefulness of both methods is tested by applying them to an adaptive educational game in First Aid. Advisors/Committee Members: Meyer, J-J. Ch., Peeters, M.M.M..
Subjects/Keywords: intelligent agents; user modeling; BDI paradigm; adaptive educational games; serious games
…Educational Games. Intelligent Tutoring Systems Intelligent Tutoring Systems (ITS) are systems… …important roles of the user model. Adaptive Educational Games Adaptive Educational Games (AEGs… …are complex educational games that combine ideas from several research areas, to enhance… …serious games: computer games with an educational purpose, where things are taught to students… …systems such as adaptive educational games, the adaptation can take place in different ways…
Rooij, C. C. M. v. (2014). User modeling for Complex Personalization Problems: A general methodology and BDI-agent-based framework . (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/290023
Rooij, C C M van. "User modeling for Complex Personalization Problems: A general methodology and BDI-agent-based framework." 2014. Masters Thesis, Universiteit Utrecht. Accessed January 15, 2021. http://dspace.library.uu.nl:8080/handle/1874/290023.
Rooij, C C M van. "User modeling for Complex Personalization Problems: A general methodology and BDI-agent-based framework." 2014. Web. 15 Jan 2021.
Rooij CCMv. User modeling for Complex Personalization Problems: A general methodology and BDI-agent-based framework. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2021 Jan 15]. Available from: http://dspace.library.uu.nl:8080/handle/1874/290023.
Rooij CCMv. User modeling for Complex Personalization Problems: A general methodology and BDI-agent-based framework. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/290023
16. Petner, Michael Francis. AN EXAMINATION OF TEACHER EXPERIENCES USING EDUCATIONAL DIGITAL GAMING IN THE CLASSROOM.
URL: https://submit-etda.libraries.psu.edu/catalog/15435mfp139
► This dissertation is a qualitative research investigation that explores the educational experiences and perceptions of public school teachers (K-8) as they relate to the usage… (more)
▼ This dissertation is a qualitative research investigation that explores the educational experiences and perceptions of public school teachers (K-8) as they relate to the usage of educational video games in their classrooms. To shed light on the phenomenon, the study focused on providing in-depth descriptions of public school teacher narratives of their educational game-based experiences and what they perceive as values and limitations. Phenomenological research methods based on the works of van Manen (1997) and Moustakas (1994) were used to collect and analyze the data. Data collection was undertaken primarily through in-depth, semi-structured interviews. The interviews of fifteen public school teachers describing their experiences and perceptions of educational video game usage were audio and video recorded until a point of saturation. Findings reveal teachers' experiences with educational video games, including the types of educational video games used, notably: 1.) Kahoot, 2.) IXL, and 3.) Quizlet. In addition, key themes arose from the interview data. These themes detail challenges teachers faced to use video games and include: 1.) Allocation and Lifespan of Devices, Limitations of Resources, and Lack of Funding; 2.) The Struggle for Time; and 3.) Video Games Disrupting the Managed Classroom. The findings of this study highlight the inherent complexities of educational video game usage, performance gaps, and bridges. In this context, performance gaps are obstacles that pose challenges for game-using teachers. For example, if the bandwidth is strained from too many teachers on the server, this would qualify as a gap that interferes with the teacher's ability to use games as intended; thus, a performance gap. The bridges teachers build are described as methods or techniques participants have employed to resolve or work-around said gaps. Advisors/Committee Members: Susan Mary Land, Dissertation Advisor/Co-Advisor, Susan Mary Land, Committee Chair/Co-Chair, Wei-Fan Chen, Committee Member, Gabriela T. Richard, Committee Member, Edgar Paul Yoder, Outside Member.
Subjects/Keywords: phenomenology; teacher experiences; educational digital games; video games
Petner, M. F. (2018). AN EXAMINATION OF TEACHER EXPERIENCES USING EDUCATIONAL DIGITAL GAMING IN THE CLASSROOM . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15435mfp139
Petner, Michael Francis. "AN EXAMINATION OF TEACHER EXPERIENCES USING EDUCATIONAL DIGITAL GAMING IN THE CLASSROOM." 2018. Thesis, Penn State University. Accessed January 15, 2021. https://submit-etda.libraries.psu.edu/catalog/15435mfp139.
Petner, Michael Francis. "AN EXAMINATION OF TEACHER EXPERIENCES USING EDUCATIONAL DIGITAL GAMING IN THE CLASSROOM." 2018. Web. 15 Jan 2021.
Petner MF. AN EXAMINATION OF TEACHER EXPERIENCES USING EDUCATIONAL DIGITAL GAMING IN THE CLASSROOM. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/15435mfp139.
Petner MF. AN EXAMINATION OF TEACHER EXPERIENCES USING EDUCATIONAL DIGITAL GAMING IN THE CLASSROOM. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15435mfp139
17. Zabell, Brian. The Edugametional Podcast Episode 1: Souls Games and Information Literacy.
Degree: MAPW, English, 2018, Kennesaw State University
URL: https://digitalcommons.kennesaw.edu/mapw_etd/40
► Abstract: This Capstone project includes a 53 minute podcast audio file and a reflective memo detailing what sparked my interest in the topic along… (more)
▼ Abstract: This Capstone project includes a 53 minute podcast audio file and a reflective memo detailing what sparked my interest in the topic along the journey I went through to get to where I ended up to create the podcast. The podcast is developed the first podcast of a series about using peer-reviewed research articles to argue for educational gaming in the classroom, the merits of finding scientific and cultural literacies in educational gaming, understanding the value of why certain video game mechanics work and why, and how video games in general can retain educational value to a player. This podcast focuses mainly on research into information literacy while using the video game "Demons's Souls" as a reference for why in-game messages have value and should be considered in video games in the future. Advisors/Committee Members: Jeanne Bohannon, Jeffrey Greene.
Subjects/Keywords: podcast; multimedia; video games; information literacy; active media; educational games; Nonfiction
Zabell, B. (2018). The Edugametional Podcast Episode 1: Souls Games and Information Literacy . (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/mapw_etd/40
Zabell, Brian. "The Edugametional Podcast Episode 1: Souls Games and Information Literacy." 2018. Thesis, Kennesaw State University. Accessed January 15, 2021. https://digitalcommons.kennesaw.edu/mapw_etd/40.
Zabell, Brian. "The Edugametional Podcast Episode 1: Souls Games and Information Literacy." 2018. Web. 15 Jan 2021.
Zabell B. The Edugametional Podcast Episode 1: Souls Games and Information Literacy. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2021 Jan 15]. Available from: https://digitalcommons.kennesaw.edu/mapw_etd/40.
Zabell B. The Edugametional Podcast Episode 1: Souls Games and Information Literacy. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/mapw_etd/40
18. Neideffer, Jerry Dean. Games people will play : a step toward development of a method to assess probability of play for instructional games / by Jerry Dean Neideffer.
Degree: 1981, Texas Christian University
URL: https://repository.tcu.edu/handle/116099117/34741
Subjects/Keywords: Educational games; Games – Psychological aspects
Neideffer, J. D. (1981). Games people will play : a step toward development of a method to assess probability of play for instructional games / by Jerry Dean Neideffer. (Thesis). Texas Christian University. Retrieved from https://repository.tcu.edu/handle/116099117/34741
Neideffer, Jerry Dean. "Games people will play : a step toward development of a method to assess probability of play for instructional games / by Jerry Dean Neideffer." 1981. Thesis, Texas Christian University. Accessed January 15, 2021. https://repository.tcu.edu/handle/116099117/34741.
Neideffer, Jerry Dean. "Games people will play : a step toward development of a method to assess probability of play for instructional games / by Jerry Dean Neideffer." 1981. Web. 15 Jan 2021.
Neideffer JD. Games people will play : a step toward development of a method to assess probability of play for instructional games / by Jerry Dean Neideffer. [Internet] [Thesis]. Texas Christian University; 1981. [cited 2021 Jan 15]. Available from: https://repository.tcu.edu/handle/116099117/34741.
Neideffer JD. Games people will play : a step toward development of a method to assess probability of play for instructional games / by Jerry Dean Neideffer. [Thesis]. Texas Christian University; 1981. Available from: https://repository.tcu.edu/handle/116099117/34741
19. Aghababyan, Ani. E3: Emotions, Engagement, and Educational Digital Games.
Degree: PhD, Instructional Technology and Learning Sciences, 2014, Utah State University
URL: https://digitalcommons.usu.edu/etd/4031
► The use of educational digital games as a method of instruction for science, technology, engineering, and mathematics has increased in the past decade. While… (more)
▼ The use of educational digital games as a method of instruction for science, technology, engineering, and mathematics has increased in the past decade. While these games provide successfully implemented interactive and fun interfaces, they are not designed to respond or remedy students' negative affect towards the game dynamics or their educational content. Therefore, this exploratory study investigated the frequent patterns of student emotional and behavioral response to educational digital games. To unveil the sequential occurrence of these affective states, students were assigned to play the game for nine class sessions. During these sessions, their affective and behavioral response was recorded to uncover possible underlying patterns of affect (particularly confusion, frustration, and boredom) and behavior (disengagement). In addition, these affect and behavior frequency pattern data were combined with students' gameplay data in order to identify patterns of emotions that led to a better performance in the game. The results provide information on possible affect and behavior patterns that could be used in further research on affect and behavior detection in such open-ended digital game environments. Particularly, the findings show that students experience a considerable amount of confusion, frustration, and boredom. Another finding highlights the need for remediation via embedded help, as the students referred to peer help often during their gameplay. However, possibly because of the low quality of the received help, students seemed to become frustrated or disengaged with the environment. Finally, the findings suggest the importance of the decay rate of confusion; students' gameplay performance was associated with the length of time students remained confused or frustrated. Overall, these findings show that there are interesting patterns related to students who experience relatively negative emotions during their gameplay. Advisors/Committee Members: Taylor Martin, ;.
Subjects/Keywords: Emotions; Engagement; Educational Digital Games; Digital Games; Education; Instructional Media Design
Aghababyan, A. (2014). E3: Emotions, Engagement, and Educational Digital Games . (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4031
Aghababyan, Ani. "E3: Emotions, Engagement, and Educational Digital Games." 2014. Doctoral Dissertation, Utah State University. Accessed January 15, 2021. https://digitalcommons.usu.edu/etd/4031.
Aghababyan, Ani. "E3: Emotions, Engagement, and Educational Digital Games." 2014. Web. 15 Jan 2021.
Aghababyan A. E3: Emotions, Engagement, and Educational Digital Games. [Internet] [Doctoral dissertation]. Utah State University; 2014. [cited 2021 Jan 15]. Available from: https://digitalcommons.usu.edu/etd/4031.
Aghababyan A. E3: Emotions, Engagement, and Educational Digital Games. [Doctoral Dissertation]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/4031
20. Bartela, Ashley L. The effects of the Good Behavior Game on first grade students' behaviors.
Degree: 2015, SUNY College at Fredonia
► The positive reinforcement contingencies, particularly the Good Behavior Game, have been used by teachers to improve behaviors among students within the classroom. Prior research suggests… (more)
▼ The positive reinforcement contingencies, particularly the Good Behavior Game, have been used by teachers to improve behaviors among students within the classroom. Prior research suggests that the Good Behavior Game saves educators time in constantly administering consequences to students, and promotes both positive social behaviors and academic performance among students involved simultaneously (Tankersley, 1995). This quantitative study investigated the effectiveness of the positive reinforcement contingency, the Good Behavior Game on increasing on-task behavior and decreasing disruptive behaviors among a group of five first grade students (three girls and two boys) enrolled in an Academic Intervention Services (AIS) classroom. The researcher collected data through an ABA design, which spanned over a cumulative period of four weeks. Findings demonstrated a direct correlation between the implementation of the Good Behavior Game and on-task behaviors, as well as a significant decrease in disruptive behaviors among each of the five first grade students involved in the study.
Subjects/Keywords: Reinforcement (Psychology).; Education, Elementary.; Educational games.
Bartela, A. L. (2015). The effects of the Good Behavior Game on first grade students' behaviors. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65743
Bartela, Ashley L. "The effects of the Good Behavior Game on first grade students' behaviors. " 2015. Masters Thesis, SUNY College at Fredonia. Accessed January 15, 2021. http://hdl.handle.net/1951/65743.
Bartela, Ashley L. "The effects of the Good Behavior Game on first grade students' behaviors. " 2015. Web. 15 Jan 2021.
Bartela AL. The effects of the Good Behavior Game on first grade students' behaviors. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1951/65743.
Bartela AL. The effects of the Good Behavior Game on first grade students' behaviors. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65743
21. Cohen, Samuel J. Investigating the impact of gamification on student performance in a secondary science classroom.
Degree: MS, Graduate School, 2016, Montana State University
URL: https://scholarworks.montana.edu/xmlui/handle/1/10039
► The goal of this study was to investigate the impact of gamification on student scores, student motivation, parent and student perception, and teacher responsibilities within… (more)
▼ The goal of this study was to investigate the impact of gamification on student scores, student motivation, parent and student perception, and teacher responsibilities within a secondary science classroom. This study was inconclusive in finding support for gamification improving student test scores, as all average test scores were not that different from those of previous years' data. The vast majority of students also performed within one standard deviation of their traditional test scores. Of the few students who did perform significantly worse on the gamified unit, almost half were absent from school a significant amount of time (10% or more of the unit). This study also showed that the gamification process was unsuccessful in changing the overall average of student motivational components. Students responded to Likert items with minimal change throughout the units and expressed similar views both before and after the video game was concluded. Student interest in the video game was promising in the first week of game play, but dwindled as the unit progressed as indicated by the number of students who identified the video game as the largest motivator decreased. Advisors/Committee Members: Chairperson, Graduate Committee: Peggy Taylor. (advisor).
Subjects/Keywords: Educational games.; High school students.; Students Attitudes.
Cohen, S. J. (2016). Investigating the impact of gamification on student performance in a secondary science classroom . (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10039
Cohen, Samuel J. "Investigating the impact of gamification on student performance in a secondary science classroom." 2016. Masters Thesis, Montana State University. Accessed January 15, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10039.
Cohen, Samuel J. "Investigating the impact of gamification on student performance in a secondary science classroom." 2016. Web. 15 Jan 2021.
Cohen SJ. Investigating the impact of gamification on student performance in a secondary science classroom. [Internet] [Masters thesis]. Montana State University; 2016. [cited 2021 Jan 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10039.
Cohen SJ. Investigating the impact of gamification on student performance in a secondary science classroom. [Masters Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10039
22. Holan Lucci, Erica, 1982-. Scaffolding fun: teaching game design in a 21st century classroom.
Degree: PhD, Education, 2018, Rutgers University
URL: https://rucore.libraries.rutgers.edu/rutgers-lib/57603/
The purpose of this study was to examine the pedagogical practices associated with the implementation of videogame design activities in the classroom setting as a… (more)
The purpose of this study was to examine the pedagogical practices associated with the implementation of videogame design activities in the classroom setting as a means of promoting students' 21st century skill development. In particular, it considered the role played by pedagogical expertise in teaching game design and provides an introspective look at the pedagogical challenges faced by instructors within the videogame design classroom. These goals were met by exploring one teacher's pedagogical scaffolds of student learning specific to game design by investigating the relationships among the teacher's pedagogical practices that support student learning. This qualitative study approached the question of how an instructor scaffolds student learning of game design principles and concepts in terms of both lesson planning and in-class practices. These questions were addressed through the case study of an experienced videogame design instructor at a middle school in north-central New Jersey. Data collected include interview data, comprised of approximately three one-hour audio semi-structured interviews with the participant; textual artifacts such as lesson plans, classroom materials, and reflective blog posts; and more than twenty field-based observations with accompanying field notes. The results of this study contribute to a better understanding of the ways in which teachers can effectively implement videogame design and development projects in their classroom settings. Such an understanding will in turn help other educators to identify, plan for and support student learning through the videogame design process.
Advisors/Committee Members: Boling, Erica C (chair), Chinn, Clark (internal member), Silk, Eli (internal member), Abrams, Sandra S (outside member), School of Graduate Studies.
Subjects/Keywords: Educational technology; Video games in education
Holan Lucci, Erica, 1. (2018). Scaffolding fun: teaching game design in a 21st century classroom . (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/57603/
Holan Lucci, Erica, 1982-. "Scaffolding fun: teaching game design in a 21st century classroom." 2018. Doctoral Dissertation, Rutgers University. Accessed January 15, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/57603/.
Holan Lucci, Erica, 1982-. "Scaffolding fun: teaching game design in a 21st century classroom." 2018. Web. 15 Jan 2021.
Holan Lucci, Erica 1. Scaffolding fun: teaching game design in a 21st century classroom. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2021 Jan 15]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57603/.
Holan Lucci, Erica 1. Scaffolding fun: teaching game design in a 21st century classroom. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57603/
University of Texas – Austin
23. -0375-3932. Interface design of educational games for middle school students.
Degree: MA, Curriculum and instruction, 2016, University of Texas – Austin
► The purpose of this report is to identify interface design elements in educational games for a middle school audience. The four games in this report… (more)
▼ The purpose of this report is to identify interface design elements in educational games for a middle school audience. The four games in this report were selected based on their availability to the general public and their reputable developers. The purpose in undertaking this research is to determine interface and interaction conventions in educational games for 11-14 year olds in order to make recommendations to designers and developers. This report identifies the ways each game approaches important features such as art direction, providing feedback, portraying significant events, indicating clickable items, and event timing. It discusses the games' techniques to guide gameplay. This report also addresses how interface design supports pedagogical goals. Advisors/Committee Members: Liu, Min, Ed. D. (advisor), Lucas, Horton R (committee member).
Subjects/Keywords: Educational games; Interface design; Middle school
-0375-3932. (2016). Interface design of educational games for middle school students . (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41653
Author name may be incomplete
-0375-3932. "Interface design of educational games for middle school students." 2016. Masters Thesis, University of Texas – Austin. Accessed January 15, 2021. http://hdl.handle.net/2152/41653.
-0375-3932. "Interface design of educational games for middle school students." 2016. Web. 15 Jan 2021.
-0375-3932. Interface design of educational games for middle school students. [Internet] [Masters thesis]. University of Texas – Austin; 2016. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/2152/41653.
-0375-3932. Interface design of educational games for middle school students. [Masters Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41653
24. Julien, Hilary. Digital fun: maximizing the enjoymnet of youth playspaces.
► This project explored the "fun" of youth digital play through a custom built interactive playtool. This research is based in the developmental value of play… (more)
▼ This project explored the "fun" of youth digital play through a custom built interactive playtool. This research is based in the developmental value of play for children, the changes to youth play that have taken place as interactions have become increasingly digital, and the design benefits of unobtrusive interfaces. Using academic research sources from both paediatric occupational therapists and Human Computer Interaction (HCI) specialists, a variety of parameters were developed to maximize the developmental value and fun of digital play. These parameters created a guideline of design considerations for the target users of children six to nine years old. An open-ended Natural User Interface (NUI) was designed and built that encourages explorative interactions as a method of understanding its use. User testing was then used to establish if the open-ended play was evaluated as more "fun" than more traditional collaborative or competitive gaming. Advisors/Committee Members: Blain, Rob (Degree supervisor).
Subjects/Keywords: Computer – Psychological aspects; Video games; Educational games; Computers and children; Electronic games – Social aspects; Internet games – Social aspects
Julien, H. (2017). Digital fun: maximizing the enjoymnet of youth playspaces . (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6913
Julien, Hilary. "Digital fun: maximizing the enjoymnet of youth playspaces." 2017. Thesis, Ryerson University. Accessed January 15, 2021. https://digital.library.ryerson.ca/islandora/object/RULA%3A6913.
Julien, Hilary. "Digital fun: maximizing the enjoymnet of youth playspaces." 2017. Web. 15 Jan 2021.
Julien H. Digital fun: maximizing the enjoymnet of youth playspaces. [Internet] [Thesis]. Ryerson University; 2017. [cited 2021 Jan 15]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6913.
Julien H. Digital fun: maximizing the enjoymnet of youth playspaces. [Thesis]. Ryerson University; 2017. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6913
25. van Welsem, Hanneke. Press A to Educate: How can we use commercial off-the-shelf video games as educational tools?.
Degree: 2017, Leiden University
► This thesis looks at the possibility to use commercial off-the-shelf video games as an educational tool. By looking at educational video games, commercially made video… (more)
▼ This thesis looks at the possibility to use commercial off-the-shelf video games as an educational tool. By looking at educational video games, commercially made video games and different genres, this thesis hopes to provide some insight in what type of video game can be used as an educational tool. Advisors/Committee Members: Naerebout, F.G (advisor).
Subjects/Keywords: Ancient History; History; Video Games; Games; Edutainment; Educational games; COTS games; commercial off-the-shelf; Education
van Welsem, H. (2017). Press A to Educate: How can we use commercial off-the-shelf video games as educational tools? . (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/52337
van Welsem, Hanneke. "Press A to Educate: How can we use commercial off-the-shelf video games as educational tools?." 2017. Masters Thesis, Leiden University. Accessed January 15, 2021. http://hdl.handle.net/1887/52337.
van Welsem, Hanneke. "Press A to Educate: How can we use commercial off-the-shelf video games as educational tools?." 2017. Web. 15 Jan 2021.
van Welsem H. Press A to Educate: How can we use commercial off-the-shelf video games as educational tools?. [Internet] [Masters thesis]. Leiden University; 2017. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1887/52337.
van Welsem H. Press A to Educate: How can we use commercial off-the-shelf video games as educational tools?. [Masters Thesis]. Leiden University; 2017. Available from: http://hdl.handle.net/1887/52337
26. Smith, Peter. Cooperative Vs Competitive Goals In Educational Video Games.
Degree: 2012, University of Central Florida
URL: https://stars.library.ucf.edu/etd/2423
► The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious… (more)
▼ The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve games that do. Proponents of serious games suggest that they should improve motivation, time on task, motivation to learn, and a litany of other benefits based primarily on the thought that what works in an entertainment game will work in a learning game. Unfortunately, this might not always be the case. For example, a commonly held misconception in learning games is that competition will motivate learner to succeed, as it motivates players of an entertainment game to continue to play. This is, however, not well supported by the learning science literature. Cooperative goal structures commonly lead to increased motivation to learn as well as improved learning outcomes when compared to competition. This research seeks to provide a framework to view games for learning and more specifically explore the structure of challenge in the context of cooperative and competitive goal structures, as well as explore the use of the word game and how it could possibly modify the expectations of the learner. Advisors/Committee Members: Bowers, Clint.
Subjects/Keywords: Serious games; games; competition; cooperation; expectations; learning games; educational games; goal structures; Psychology; Dissertations, Academic – Sciences, Sciences – Dissertations, Academic
Smith, P. (2012). Cooperative Vs Competitive Goals In Educational Video Games . (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2423
Smith, Peter. "Cooperative Vs Competitive Goals In Educational Video Games." 2012. Doctoral Dissertation, University of Central Florida. Accessed January 15, 2021. https://stars.library.ucf.edu/etd/2423.
Smith, Peter. "Cooperative Vs Competitive Goals In Educational Video Games." 2012. Web. 15 Jan 2021.
Smith P. Cooperative Vs Competitive Goals In Educational Video Games. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2021 Jan 15]. Available from: https://stars.library.ucf.edu/etd/2423.
Smith P. Cooperative Vs Competitive Goals In Educational Video Games. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2423
27. Pilegard, Celeste. Training Transferable Knowledge with Games.
Degree: 2016, University of California – eScholarship, University of California
URL: http://www.escholarship.org/uc/item/4t8604vg
► Despite popular enthusiasm for using video games in the classroom, a review of the research reveals a frequent lack of meaningful (i.e., transferable) learning outcomes… (more)
▼ Despite popular enthusiasm for using video games in the classroom, a review of the research reveals a frequent lack of meaningful (i.e., transferable) learning outcomes resulting from video game play (Mayer, 2014). One explanation could be that video game environments are fast and forward-moving, whereas learning that leads to transfer is reflective, effortful, and requires integrating new information with prior knowledge. What can be added to computer games to facilitate transferable learning? In Experiments 1 and 2, participants played a computer game called Cache 17, which has a narrative cover story about finding stolen art as well as instructional information about electromechanical devices. The player's main goal can be to win (i.e., find the art) rather than to understand the instructional content (i.e., understand how a wet cell battery works). In Experiments 1 and 2, students who filled out worksheets about the devices in Cache 17 during game play outperformed a control group without worksheets on a transfer test, demonstrating that the worksheets helped students focus their limited cognitive resources on the learning material. Experiments 3a and 3b investigated how to train transferable spatial skills with Tetris. Previous research shows that Tetris experts are better than non-experts at mentally rotating Tetris shapes, but nothing else. In Experiment 3a, participants completed a series of lessons and worksheets on Tetris problem-solving with the goal of building a declarative knowledge base to use as a basis for transferable spatial skills. One group completed these lessons and played Tetris and one group played Tetris only. Pre- and post-training tests measured spatial and cognitive skills related to Tetris play. Experiment 3b added an inactive control condition that took the pre- and post-training measures but did not complete any training. The results of Experiments 3a and 3b indicated no benefit of playing Tetris with or without additional training on gains in any spatial or cognitive measure when controlling for pre-training performance. This research helps develop principles for how transferable learning can be facilitated with games.
Subjects/Keywords: Cognitive psychology; Educational psychology; computer games; educational games; learning strategies; spatial skills; STEM education; transfer
Pilegard, C. (2016). Training Transferable Knowledge with Games . (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/4t8604vg
Pilegard, Celeste. "Training Transferable Knowledge with Games." 2016. Thesis, University of California – eScholarship, University of California. Accessed January 15, 2021. http://www.escholarship.org/uc/item/4t8604vg.
Pilegard, Celeste. "Training Transferable Knowledge with Games." 2016. Web. 15 Jan 2021.
Pilegard C. Training Transferable Knowledge with Games. [Internet] [Thesis]. University of California – eScholarship, University of California; 2016. [cited 2021 Jan 15]. Available from: http://www.escholarship.org/uc/item/4t8604vg.
Pilegard C. Training Transferable Knowledge with Games. [Thesis]. University of California – eScholarship, University of California; 2016. Available from: http://www.escholarship.org/uc/item/4t8604vg
28. Suarez Caraballo, Lisa M. Using Online Mathematics Skills Games To Promote Automaticity.
Degree: PhD, College of Education and Human Services, 2014, Cleveland State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987
► The purpose of this study was to understand how the amount of time students spend playing math skills games online affects their engagement and automaticity… (more)
▼ The purpose of this study was to understand how the amount of time students spend playing math skills games online affects their engagement and automaticity with adding integers. This study sought to develop a deeper understanding of how playing online math skills games on the Internet against peers influenced the automatic recall of basic integer facts among high school students, how students' prior knowledge of basic addition and subtraction facts influenced their automaticity adding basic integers, and how playing math skills games on the Internet influenced student engagement to practice.Three Algebra 1 classes with 39 ninth grade students at an urban high school in the Midwest were assigned to one of two practice groups; traditional flashcard practice using the computer, and integer addition practice using an integer addition game on the Arcademics website against other students in the class. This study measured student engagement practicing basic integer addition facts with an eGameFlow survey. Achievement was measured using a gain score calculated from pre and posttests of student knowledge of basic integer addition facts. Student scores on basic addition and subtraction facts were compared in order to determine if student recall of basic integer facts was mediated by whether or not students previously mastered their basic addition and subtraction facts. Mann-Whitney U and linear regression were used to analyze the various research questions proposed in this study. Results demonstrate the rates of correct responses and engagement increases with use of online skills games as compared to students using the skill building technique of flashcards on the computer. Advisors/Committee Members: Goodell, Joanne (Committee Chair).
Subjects/Keywords: Educational Technology; Mathematics Education; Technology; Education; Educational Software; mathematics; skills; automaticity; games; gender; social games
Suarez Caraballo, L. M. (2014). Using Online Mathematics Skills Games To Promote Automaticity . (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987
Suarez Caraballo, Lisa M. "Using Online Mathematics Skills Games To Promote Automaticity." 2014. Doctoral Dissertation, Cleveland State University. Accessed January 15, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987.
Suarez Caraballo, Lisa M. "Using Online Mathematics Skills Games To Promote Automaticity." 2014. Web. 15 Jan 2021.
Suarez Caraballo LM. Using Online Mathematics Skills Games To Promote Automaticity. [Internet] [Doctoral dissertation]. Cleveland State University; 2014. [cited 2021 Jan 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987.
Suarez Caraballo LM. Using Online Mathematics Skills Games To Promote Automaticity. [Doctoral Dissertation]. Cleveland State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987
29. Nihalani, Priya K. Multimedia instruction for individual and collaborative interactive learning environments : a cognitive load approach.
Degree: PhD, Educational Psychology, 2011, University of Texas – Austin
► This study sought to identify factors that optimize individual and collaborative cognitive processing in complex learning environments. Across two laboratory sessions, the effects of manipulating… (more)
▼ This study sought to identify factors that optimize individual and collaborative cognitive processing in complex learning environments. Across two laboratory sessions, the effects of manipulating instructional sequence delivery (high cognitive load vs. low cognitive load) of a simulation-based game and learning condition (individual vs. collaborative) were examined on retention and transfer of instructional content. The instruction was a set of tutorials for preparing novice students to use Aspire, a simulation-based game, developed by Cisco, that teaches entrepreneurial and computer networking skills within the industry of information technology. An instructional sequence by learning condition interaction was found on transfer, but not retention, measures. For delayed transfer performance, individuals who received high load instruction experienced cognitive overload that exceeded their cognitive capacity. Collaborative students were able to collaborate with each other in a way that reduced the high cognitive load imposed by the instructional sequence; thus, they were able to process the instructional content across their collective working memory. Individual students were not able to reduce the cognitive load imposed by the instructional sequence; thus, they had less working memory capacity for processing the instructional content. Collaborative students who received the low load instruction also demonstrated lower motivation than those who received high load instruction. Taken together, these findings support the notions of individual and collective working memory processing differences. This study holds implications for leveraging technology to design learning environments that aid students in attaining collaborative skills and knowledge needed for the 21st century. Advisors/Committee Members: Robinson, Daniel H. (advisor).
Subjects/Keywords: Educational technology; Multimedia learning; Simulation-based games; Learning environment; Collaborative learning; Student collaboration; Games in education; Educational games
Nihalani, P. K. (2011). Multimedia instruction for individual and collaborative interactive learning environments : a cognitive load approach . (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/11522
Nihalani, Priya K. "Multimedia instruction for individual and collaborative interactive learning environments : a cognitive load approach." 2011. Doctoral Dissertation, University of Texas – Austin. Accessed January 15, 2021. http://hdl.handle.net/2152/11522.
Nihalani, Priya K. "Multimedia instruction for individual and collaborative interactive learning environments : a cognitive load approach." 2011. Web. 15 Jan 2021.
Nihalani PK. Multimedia instruction for individual and collaborative interactive learning environments : a cognitive load approach. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/2152/11522.
Nihalani PK. Multimedia instruction for individual and collaborative interactive learning environments : a cognitive load approach. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/11522
University of California – Irvine
30. Tran, Cathy. Designing for Productive Persistence after Failure.
Degree: Education, 2015, University of California – Irvine
URL: http://www.escholarship.org/uc/item/4wh7z0jn
► This dissertation provides insight on designing learning environments that promote productive persistence. Two projects bridged the fields of educational psychology, cognition, affective science, and game… (more)
▼ This dissertation provides insight on designing learning environments that promote productive persistence. Two projects bridged the fields of educational psychology, cognition, affective science, and game design to examine what influences persistence after failure. The first project used self-reports, interviews, and observations to explore ways the design of a game in a science museum interacted with and influenced students' motivation during a high school field trip. Analyses illustrated that five design features modified student motivation in shaping behavior, supporting the pursuit of some goals while hindering the pursuit of others. Case studies that traced the information-seeking patterns of four students, who endorsed different motivational profiles, provided an understanding of the reasons for their adoption, maintenance, and change of achievement goals throughout the visit. The second project provided opportunities for productive confusion by introducing a design intervention that asked students to rate their confidence while solving mathematics problems during a computer task for fourth- and fifth-grade students. The ratings occurred after students selected answers to multiple-choice questions. Cognitive conflict emerged during instances in which students were not well calibrated; that is, they were highly confident of their answer but incorrect (i.e., high confidence errors) or not confident but correct (i.e., low confidence corrects). Findings underscore that cognitive conflict can elicit confusion and influence students to invest more effort towards better understanding mathematics problems but that their degree of effort can diminish when the feedback does not successfully resolve their confusion.
Subjects/Keywords: Educational psychology; ACHIEVEMENT GOALS; EDUCATIONAL TECHNOLOGY; GAMES; MOTIVATION; MUSEUMS; STEM EDUCATION
Tran, C. (2015). Designing for Productive Persistence after Failure . (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/4wh7z0jn
Tran, Cathy. "Designing for Productive Persistence after Failure." 2015. Thesis, University of California – Irvine. Accessed January 15, 2021. http://www.escholarship.org/uc/item/4wh7z0jn.
Tran, Cathy. "Designing for Productive Persistence after Failure." 2015. Web. 15 Jan 2021.
Tran C. Designing for Productive Persistence after Failure. [Internet] [Thesis]. University of California – Irvine; 2015. [cited 2021 Jan 15]. Available from: http://www.escholarship.org/uc/item/4wh7z0jn.
Tran C. Designing for Productive Persistence after Failure. [Thesis]. University of California – Irvine; 2015. Available from: http://www.escholarship.org/uc/item/4wh7z0jn