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Digital Game-Based Learning: Instruc...

Mitchell, Gwendolyn D.

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Digital Game-Based Learning: Instruction and Professional Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Digital Game-Based Learning: Instruction and Professional Development./
Author:	Mitchell, Gwendolyn D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	152 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28086123
ISBN:	9798662582552

Digital Game-Based Learning: Instruction and Professional Development.
Mitchell, Gwendolyn D.

Digital Game-Based Learning: Instruction and Professional Development. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 152 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ph.D.)--Keiser University, 2020.

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

Innovative instructional approaches are required for today's college students, Generation Z. Digital game-based learning (DGBL) is one approach that engages students and stimulates motivation and achievement. However, delivering instruction may be challenging and professional development is required for instructors. It was unclear if instructors were interested in professional development and, if so, what content should be included for effective implementation of DGBL instruction. The purpose of the study was to determine college instructors' DGBL professional development experiences, level of interest in professional development, and suggested content. A quantitative descriptive study was conducted, and 105 college instructors participated in the study. The findings were consistent with the literature. Instructors have a positive attitude toward DGBL and low classroom usage. Although most of the instructors were not using digital games in class, they had a strong interest in professional development. The results also revealed that there was a statistically significant relationship between prior DGBL professional development experience and suggested content. Instructors' experiences and participation in prior DGBL professional development determined their suggested content. For example, future professional development should focus on integrating digital games into the classroom via multiple mini-workshops that last 30 minutes-1 hour at a time. The workshops should be practical, interactive, and discipline-specific and include game play activities and development of digital games for immediate use in class. The content should include the following: exploration of existing digital games, game design, gamification, integration of games into existing lessons, and observation of expert instructors using games.

ISBN: 9798662582552Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

College instructors

Digital Game-Based Learning: Instruction and Professional Development.
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500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
500 $a Advisor: Fuda Daddio, Jessica.
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520 $a Innovative instructional approaches are required for today's college students, Generation Z. Digital game-based learning (DGBL) is one approach that engages students and stimulates motivation and achievement. However, delivering instruction may be challenging and professional development is required for instructors. It was unclear if instructors were interested in professional development and, if so, what content should be included for effective implementation of DGBL instruction. The purpose of the study was to determine college instructors' DGBL professional development experiences, level of interest in professional development, and suggested content. A quantitative descriptive study was conducted, and 105 college instructors participated in the study. The findings were consistent with the literature. Instructors have a positive attitude toward DGBL and low classroom usage. Although most of the instructors were not using digital games in class, they had a strong interest in professional development. The results also revealed that there was a statistically significant relationship between prior DGBL professional development experience and suggested content. Instructors' experiences and participation in prior DGBL professional development determined their suggested content. For example, future professional development should focus on integrating digital games into the classroom via multiple mini-workshops that last 30 minutes-1 hour at a time. The workshops should be practical, interactive, and discipline-specific and include game play activities and development of digital games for immediate use in class. The content should include the following: exploration of existing digital games, game design, gamification, integration of games into existing lessons, and observation of expert instructors using games.
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