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

The influence of information deliver...

Moshirnia, Andrew Vahid.

FindBook

Google Book

Amazon

博客來

The influence of information delivery systems in modified video games on learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The influence of information delivery systems in modified video games on learning./
作者:	Moshirnia, Andrew Vahid.
面頁冊數:	225 p.
附註:	Adviser: Ronald Aust.
Contained By:	Dissertation Abstracts International69-02A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3297836
ISBN:	9780549490715

The influence of information delivery systems in modified video games on learning.
Moshirnia, Andrew Vahid.

The influence of information delivery systems in modified video games on learning. - 225 p.

Adviser: Ronald Aust.

Thesis (Ph.D.)--University of Kansas, 2008.

Modified video games are becoming powerful tools to advance learning. This study examined the impact of different information delivery systems within a modified version of the Civilization IV video game on comprehension and retention of knowledge about the American Revolutionary War.

ISBN: 9780549490715Subjects--Topical Terms:

1019148
Education, Social Sciences.

The influence of information delivery systems in modified video games on learning.
LDR:03391nam 2200325 a 45 001 949357
005 20110525
008 110525s2008 ||||||||||||||||| ||eng d
020 $a 9780549490715
035 $a (UMI)AAI3297836
035 $a AAI3297836
040 $a UMI $c UMI
100 1 $a Moshirnia, Andrew Vahid. $3 1272740
245 1 4 $a The influence of information delivery systems in modified video games on learning.
300 $a 225 p.
500 $a Adviser: Ronald Aust.
500 $a Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0579.
502 $a Thesis (Ph.D.)--University of Kansas, 2008.
520 $a Modified video games are becoming powerful tools to advance learning. This study examined the impact of different information delivery systems within a modified version of the Civilization IV video game on comprehension and retention of knowledge about the American Revolutionary War.
520 $a Seventy-four college students were randomly assigned to one of three groups. Group A took a pretest and received a PowerPoint lecture. Group B took a pretest and played the video game. Group C did not take a pretest and played the video game. The modified version of Civilization IV uses three main information delivery systems: (1) Displays of continuous information, (2) Pop-up text, and (3) Sprites. Following the intervention, all participants took an identical 20-item short-answer posttest and then retook this same exam seven days later. The exam was divided into three sub-sections. Each sub-section contained items that were tied to information that was uniquely covered by one of the three delivery systems (Displays, Pop-ups, and Sprites). Following the exam, participants took a survey designed to assess their opinion of history.
520 $a Results showed that participants in the pretest game group B, outperformed (M =11.4, SD = 3.87) participants in the posttest-only game group C (M = 8.09, SD = 3.26), p = .017. Participants who used the game (groups B and C) demonstrated a higher knowledge retention rate than participants who received the PowerPoint lecture (group A). Scores were significantly different (p < .001) for the three information delivery systems; Sprite highest (M = .67, SD = .24), Displays (M = .51, SD = .27), and Pop-ups ( M = .32, SD = .20) clearly lowest. Participants who played the modified video game longer scored higher on the Sprite ( r2 = .57) and Display (r2 = .29) items. Length of play did not correlate significantly with performance on Pop-up items. The investigation of the groups' attitudes toward history found no statistically significant differences.
520 $a This study found that modified video games can successfully impart content specific knowledge. The higher scores for the pretest game group may support the importance of advance organizers in game-based learning. Pop-ups, though prevalent and easy to create, are ineffective in conveying knowledge and should not be used exclusively. The Sprite and Display information delivery systems appear to be most effective for advancing learning in modified video games.
590 $a School code: 0099.
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Technology. $3 1017498
650 4 $a Information Science. $3 1017528
690 $a 0534
690 $a 0710
690 $a 0723
710 2 $a University of Kansas. $b Curriculum and Teaching. $3 1020314
773 0 $t Dissertation Abstracts International $g 69-02A.
790 $a 0099
790 1 0 $a Aust, Ronald, $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3297836