東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Game-Based Learning and Science Clas...

Ritson, Darren J.

FindBook

Google Book

Amazon

博客來

Game-Based Learning and Science Classrooms: How a Content-Based Video Game Can Support Students with Emotional Behavioral Disabilities in a Public Day High School Earth Science Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Game-Based Learning and Science Classrooms: How a Content-Based Video Game Can Support Students with Emotional Behavioral Disabilities in a Public Day High School Earth Science Classroom./
作者:	Ritson, Darren J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	305 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-01, Section: A.
Contained By:	Dissertations Abstracts International81-01A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13864946
ISBN:	9781392223604

Game-Based Learning and Science Classrooms: How a Content-Based Video Game Can Support Students with Emotional Behavioral Disabilities in a Public Day High School Earth Science Classroom.
Ritson, Darren J.

Game-Based Learning and Science Classrooms: How a Content-Based Video Game Can Support Students with Emotional Behavioral Disabilities in a Public Day High School Earth Science Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 305 p.

Source: Dissertations Abstracts International, Volume: 81-01, Section: A.

Thesis (Ph.D.)--George Mason University, 2019.

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

A traditional mode of Earth Science instruction in public day high schools for students with severe emotional behavioral disorders (EBD) is teacher -delivered lectures supported with paper-based laboratory exercises. These laboratory experiences are often presented through worksheet problems that students are asked to solve and return to the teachers for grading. Student learning in the laboratory setting is assessed by the teacher later after students have left the classroom, resulting in the lack of interaction and immediate feedback. Electronic game-based learning (GBL) model may offer an alternative to teaching and learning science. To support students in learning the high school Earth Science's curriculum, (specifically, Big Bang and the Universe topics) an educational game was developed for 11th and 12th grade students with EBD receiving special education services in a separate public day school. The game incorporated several strategies found to be effective in teaching science to students with EBD and fostered learning through an inquiry model. It immersed the participants in the problem solving challenges related to the creation of the universe. While attempting to solve problems in the game, high school students engaged with various knowledge and skills required by the state for the Earth Science curriculum. A single-subject multiple-baseline across participants design was used to examine students' performance with and without the game. Visual analysis of students' content knowledge data demonstrated a moderate evidence of a functional relation with a mean increase from baseline and intervention for all participants. The study also showed that participants spend more time-on-task while playing the game. Furthermore, the study found an increase in students' engagement and reduction of students' negative emotional responses with the GBL intervention. Finally, both a teacher and students had positive perspectives on using GBL model for teaching and learning science. The implications for using GBL while teaching students with EBD in a public day school science classroom are discussed.

ISBN: 9781392223604Subjects--Topical Terms:

516693
Special education.

Game-Based Learning and Science Classrooms: How a Content-Based Video Game Can Support Students with Emotional Behavioral Disabilities in a Public Day High School Earth Science Classroom.
LDR:03325nmm a2200337 4500 001 2264044
005 20200410130115.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392223604
035 $a (MiAaPQ)AAI13864946
035 $a (MiAaPQ)gmu:11989
035 $a AAI13864946
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ritson, Darren J. $3 3541142
245 1 0 $a Game-Based Learning and Science Classrooms: How a Content-Based Video Game Can Support Students with Emotional Behavioral Disabilities in a Public Day High School Earth Science Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 305 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Evmenova, Anna S.
502 $a Thesis (Ph.D.)--George Mason University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a A traditional mode of Earth Science instruction in public day high schools for students with severe emotional behavioral disorders (EBD) is teacher -delivered lectures supported with paper-based laboratory exercises. These laboratory experiences are often presented through worksheet problems that students are asked to solve and return to the teachers for grading. Student learning in the laboratory setting is assessed by the teacher later after students have left the classroom, resulting in the lack of interaction and immediate feedback. Electronic game-based learning (GBL) model may offer an alternative to teaching and learning science. To support students in learning the high school Earth Science's curriculum, (specifically, Big Bang and the Universe topics) an educational game was developed for 11th and 12th grade students with EBD receiving special education services in a separate public day school. The game incorporated several strategies found to be effective in teaching science to students with EBD and fostered learning through an inquiry model. It immersed the participants in the problem solving challenges related to the creation of the universe. While attempting to solve problems in the game, high school students engaged with various knowledge and skills required by the state for the Earth Science curriculum. A single-subject multiple-baseline across participants design was used to examine students' performance with and without the game. Visual analysis of students' content knowledge data demonstrated a moderate evidence of a functional relation with a mean increase from baseline and intervention for all participants. The study also showed that participants spend more time-on-task while playing the game. Furthermore, the study found an increase in students' engagement and reduction of students' negative emotional responses with the GBL intervention. Finally, both a teacher and students had positive perspectives on using GBL model for teaching and learning science. The implications for using GBL while teaching students with EBD in a public day school science classroom are discussed.
590 $a School code: 0883.
650 4 $a Special education. $3 516693
650 4 $a Educational technology. $3 517670
650 4 $a Science education. $3 521340
690 $a 0529
690 $a 0710
690 $a 0714
710 2 $a George Mason University. $b Education. $3 2095189
773 0 $t Dissertations Abstracts International $g 81-01A.
790 $a 0883
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13864946