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Exploring Teachers' Perspectives on ...

Fiorello, Liza M.

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Exploring Teachers' Perspectives on the Use of Educational Online Games for Middle School Students With Emotional And/Or Behavioral Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Teachers' Perspectives on the Use of Educational Online Games for Middle School Students With Emotional And/Or Behavioral Disabilities./
作者:	Fiorello, Liza M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	126 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
Contained By:	Dissertations Abstracts International85-03B.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30633986
ISBN:	9798380346825

Exploring Teachers' Perspectives on the Use of Educational Online Games for Middle School Students With Emotional And/Or Behavioral Disabilities.
Fiorello, Liza M.

Exploring Teachers' Perspectives on the Use of Educational Online Games for Middle School Students With Emotional And/Or Behavioral Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 126 p.

Source: Dissertations Abstracts International, Volume: 85-03, Section: B.

Thesis (Ph.D.)--State University of New York at Buffalo, 2023.

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

Recent advancements in technology have created enriching and engaging learning opportunities in education. Today, online games are used more frequently in education in an attempt to engage students in learning activities and help increase student participation for students with and without disabilities. However, limited research has been conducted on teachers' perceptions integrating educational online games, also known as Digital Game-Based Learning, and the use of online games for students with emotional and/or behavioral disabilities (EBD). This research study used a qualitative case study design with grounded theory to investigate teachers' perspectives on the use of online games including how, when, and why online games are being used in instruction, what factors encourage teachers to integrate educational online games in the classroom and the potential relationship online games have on learning and instruction. The intersection of TPACK-G framework and game-based learning guided this study and provided a framework for researchers as well as educators to understand how teachers use educational online games for students with EBD. Multiple sources of data were collected and analyzed to generate themes across the data to gain an understanding of teachers' experiences and attitudes towards implementing educational online games in the classroom. Findings from this study can be used to address the gap in the existing literature for this student population, support the relationship between the game-based learning and TPACK-G frameworks, and understand if teachers find educational online games appropriate, implementable tools in instruction for middle school students with EBD.{A0}

ISBN: 9798380346825Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Online games

Exploring Teachers' Perspectives on the Use of Educational Online Games for Middle School Students With Emotional And/Or Behavioral Disabilities.
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300 $a 126 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
500 $a Advisor: Gorlewski, Julie.
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506 $a This item must not be sold to any third party vendors.
520 $a Recent advancements in technology have created enriching and engaging learning opportunities in education. Today, online games are used more frequently in education in an attempt to engage students in learning activities and help increase student participation for students with and without disabilities. However, limited research has been conducted on teachers' perceptions integrating educational online games, also known as Digital Game-Based Learning, and the use of online games for students with emotional and/or behavioral disabilities (EBD). This research study used a qualitative case study design with grounded theory to investigate teachers' perspectives on the use of online games including how, when, and why online games are being used in instruction, what factors encourage teachers to integrate educational online games in the classroom and the potential relationship online games have on learning and instruction. The intersection of TPACK-G framework and game-based learning guided this study and provided a framework for researchers as well as educators to understand how teachers use educational online games for students with EBD. Multiple sources of data were collected and analyzed to generate themes across the data to gain an understanding of teachers' experiences and attitudes towards implementing educational online games in the classroom. Findings from this study can be used to address the gap in the existing literature for this student population, support the relationship between the game-based learning and TPACK-G frameworks, and understand if teachers find educational online games appropriate, implementable tools in instruction for middle school students with EBD.{A0}
590 $a School code: 0656.
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650 4 $a Educational technology. $3 517670
650 4 $a Behavioral psychology. $3 2122788
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653 $a Game-based learning
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793 $a English
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