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Evaluation of the effectiveness of i...

Charsky, Dennis G.

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Evaluation of the effectiveness of integrating concept maps and computer games to teach historical understanding.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluation of the effectiveness of integrating concept maps and computer games to teach historical understanding./
作者:	Charsky, Dennis G.
面頁冊數:	234 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2571.
Contained By:	Dissertation Abstracts International65-07A.
標題:	Education, Technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3139606
ISBN:	0496867474

Evaluation of the effectiveness of integrating concept maps and computer games to teach historical understanding.
Charsky, Dennis G.

Evaluation of the effectiveness of integrating concept maps and computer games to teach historical understanding. - 234 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2571.

Thesis (Ph.D.)--University of Northern Colorado, 2004.

The purpose of this study was to determine if one type of scaffolding, concept mapping, would effect the participants' games performance (measured by game score), game knowledge, and historical understanding. Three different ninth grade advanced Global History classes (n = 82) participated in the study. Each class was randomly assigned a treatment condition: Student Generated concept map, Pre-Generated concept map, and No concept map/control group. The participants in the Student Generated concept map built their own concept map using terms given to them during the game playing sessions. The participants in the Pre-Generated concept map group received a concept map that was constructed by the researcher using the official Civilization III (Civ III) Instruction Manual (Atari & Firaxis Games, 2001).

ISBN: 0496867474Subjects--Topical Terms:

1017498
Education, Technology.

Evaluation of the effectiveness of integrating concept maps and computer games to teach historical understanding.
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500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2571.
500 $a Advisers: James Gall; Linda Lohr.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2004.
520 $a The purpose of this study was to determine if one type of scaffolding, concept mapping, would effect the participants' games performance (measured by game score), game knowledge, and historical understanding. Three different ninth grade advanced Global History classes (n = 82) participated in the study. Each class was randomly assigned a treatment condition: Student Generated concept map, Pre-Generated concept map, and No concept map/control group. The participants in the Student Generated concept map built their own concept map using terms given to them during the game playing sessions. The participants in the Pre-Generated concept map group received a concept map that was constructed by the researcher using the official Civilization III (Civ III) Instruction Manual (Atari & Firaxis Games, 2001).
520 $a The results indicate that there was not a significant difference between the treatment groups in game performance, game knowledge, and historical understanding. However, the participants' responses and comment made in their journals shows that the student did learn about theoretical history and history in general. Dr. John Keller's Instructional Materials Motivation Scale (IMMS) was used in this study to measure student motivation. The results indicate that the no concept map groups' motivation for the treatment improved compared to their motivation for the regular class room instruction. The Student Generated and Pre-Generated concept map groups' motivation declined for the treatment unit compared to their motivation for the regular classroom instruction. Recommendations for teachers, educational software developers, and future research are included.
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