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Games for CHANGE: High School Studen...

Besalti, Metin.

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Games for CHANGE: High School Students' Learning Experiences and Motivation to Learn Climate Change Science through Educational Computer Games.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Games for CHANGE: High School Students' Learning Experiences and Motivation to Learn Climate Change Science through Educational Computer Games./
Author:	Besalti, Metin.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	149 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13811029
ISBN:	9781392228401

Games for CHANGE: High School Students' Learning Experiences and Motivation to Learn Climate Change Science through Educational Computer Games.
Besalti, Metin.

Games for CHANGE: High School Students' Learning Experiences and Motivation to Learn Climate Change Science through Educational Computer Games. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 149 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--University of South Florida, 2019.

This item is not available from ProQuest Dissertations & Theses.

The purpose of this study is to explore high school students' perceptions of learning climate change science through educational computer games. Further, it is aimed to investigate what roles educational computer games play in motivating students to learn climate change science. A qualitative case research design is used in this research to better understand and describe how educational computer games influence students' perceptions of learning the climate change science and what roles these games play in motivating them to learn climate change science in the learning environment. A purposefully selected a high school teacher and her eight students are the study participants. A series of student and teacher interviews are used as a main source of data. Both deductive and inductive approaches are used to analyze the data using Gee's principles about how games teach and Keller's ARCS Theory of Motivation Model. The analysis of the data revealed that the educational computer games increased the students' perceptions of learning climate change science. The findings also showed that the games have different characteristics to improve the students' perceptions to learn climate change science. Interactivity, providing different learning styles, role playing, challenging, creating a realistic environment, and providing visual experiences to learn were the specific characteristics of the games used in this study. In addition, the analysis of the data revealed that the educational computer games increased the students' motivation to learn climate change science. The findings showed that the games play various roles in motivating the students to learn. These roles were creating an engaging, interesting, focused learning environment; providing real-world connections and worth knowing information; and presenting the content in a challenging, but a fun way.

ISBN: 9781392228401Subjects--Topical Terms:

3432465
Instructional Design.
Subjects--Index Terms:

Climate change science

Games for CHANGE: High School Students' Learning Experiences and Motivation to Learn Climate Change Science through Educational Computer Games.
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245 1 0 $a Games for CHANGE: High School Students' Learning Experiences and Motivation to Learn Climate Change Science through Educational Computer Games.
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300 $a 149 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Smith, Glenn G.;Feldman, Allan.
502 $a Thesis (Ph.D.)--University of South Florida, 2019.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study is to explore high school students' perceptions of learning climate change science through educational computer games. Further, it is aimed to investigate what roles educational computer games play in motivating students to learn climate change science. A qualitative case research design is used in this research to better understand and describe how educational computer games influence students' perceptions of learning the climate change science and what roles these games play in motivating them to learn climate change science in the learning environment. A purposefully selected a high school teacher and her eight students are the study participants. A series of student and teacher interviews are used as a main source of data. Both deductive and inductive approaches are used to analyze the data using Gee's principles about how games teach and Keller's ARCS Theory of Motivation Model. The analysis of the data revealed that the educational computer games increased the students' perceptions of learning climate change science. The findings also showed that the games have different characteristics to improve the students' perceptions to learn climate change science. Interactivity, providing different learning styles, role playing, challenging, creating a realistic environment, and providing visual experiences to learn were the specific characteristics of the games used in this study. In addition, the analysis of the data revealed that the educational computer games increased the students' motivation to learn climate change science. The findings showed that the games play various roles in motivating the students to learn. These roles were creating an engaging, interesting, focused learning environment; providing real-world connections and worth knowing information; and presenting the content in a challenging, but a fun way.
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