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The Role of Educators in Digital Game-Based Learning: Exploring the Perceptions of Secondary American History Teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Role of Educators in Digital Game-Based Learning: Exploring the Perceptions of Secondary American History Teachers./
作者:	Eckenroth, Joseph Daniel.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	148 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-10, Section: A.
Contained By:	Dissertations Abstracts International82-10A.
標題:	American history. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28414379
ISBN:	9798597098555

The Role of Educators in Digital Game-Based Learning: Exploring the Perceptions of Secondary American History Teachers.
Eckenroth, Joseph Daniel.

The Role of Educators in Digital Game-Based Learning: Exploring the Perceptions of Secondary American History Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 148 p.

Source: Dissertations Abstracts International, Volume: 82-10, Section: A.

Thesis (Ed.D.)--Wilkes University, 2021.

This item must not be sold to any third party vendors.

Digital game-based learning (DGBL) has been widely researched and recognized for its benefits to learners, including increased motivation, engagement, student achievement, and more (Romero et al., 2015; Connolly et al., 2012; Perrotta et al., 2013). However, DGBL hasn't been widely adopted in classrooms across the country and its benefits are not being maximized, particularly in American history classrooms. Viewed through the lens of constructivism, a qualitative case study was conducted in which six secondary American history teachers were interviewed about their perceptions of their role in the implementation of DGBL. They described their perceptions of catalysts of and barriers to implementation of DGBL. After conducting an iterative data analysis, five major themes addressing the role of teachers emerged including the role of facilitator, monitor, player, troubleshooter, and modeler. Four major themes emerged indicating perceived catalysts and barriers to implementing DGBL, including proactive versus reactive, clear purpose versus vague purpose, clear instructions versus limited instructions, and student-driven versus teacher-driver. The results of this study could be used to help educators more successfully implement DGBL in their classrooms and avoid or overcome the barriers to implementing DGBL so that the benefits associated with DGBL can be maximized for students.

ISBN: 9798597098555Subjects--Topical Terms:

2122692
American history.
Subjects--Index Terms:

Digital Game-Based Learning

The Role of Educators in Digital Game-Based Learning: Exploring the Perceptions of Secondary American History Teachers.
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245 1 4 $a The Role of Educators in Digital Game-Based Learning: Exploring the Perceptions of Secondary American History Teachers.
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300 $a 148 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-10, Section: A.
500 $a Advisor: Reinert, Paul.
502 $a Thesis (Ed.D.)--Wilkes University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Digital game-based learning (DGBL) has been widely researched and recognized for its benefits to learners, including increased motivation, engagement, student achievement, and more (Romero et al., 2015; Connolly et al., 2012; Perrotta et al., 2013). However, DGBL hasn't been widely adopted in classrooms across the country and its benefits are not being maximized, particularly in American history classrooms. Viewed through the lens of constructivism, a qualitative case study was conducted in which six secondary American history teachers were interviewed about their perceptions of their role in the implementation of DGBL. They described their perceptions of catalysts of and barriers to implementation of DGBL. After conducting an iterative data analysis, five major themes addressing the role of teachers emerged including the role of facilitator, monitor, player, troubleshooter, and modeler. Four major themes emerged indicating perceived catalysts and barriers to implementing DGBL, including proactive versus reactive, clear purpose versus vague purpose, clear instructions versus limited instructions, and student-driven versus teacher-driver. The results of this study could be used to help educators more successfully implement DGBL in their classrooms and avoid or overcome the barriers to implementing DGBL so that the benefits associated with DGBL can be maximized for students.
590 $a School code: 1599.
650 4 $a American history. $3 2122692
650 4 $a Secondary education. $3 2122779
653 $a Digital Game-Based Learning
653 $a High school
653 $a Student achievement
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690 $a 0337
710 2 $a Wilkes University. $b Educational Leadership. $3 2096563
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