Empowering Students with Games-for-Change

Autor/in	Ensmann, Suzanne Y.
Titel	Empowering Students with Games-for-Change
Quelle	(2017), (170 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morehead State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-2846-0
Schlagwörter	Hochschulschrift; Dissertation; Student Empowerment; Educational Games; Computer Games; Civil Rights; Consciousness Raising; Advocacy; Social Justice; Children; Social Change; Simulation; Childrens Rights; Foreign Countries; International Law; Treaties + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienberechtigung; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Bürgerrechte; Grundrechte; Zivilrecht; Bewusstseinsbildung; Sozialanwaltschaft; Soziale Gerechtigkeit; Child; Kind; Kinder; Sozialer Wandel; Simulation program; Simulationsprogramm; 'Children''s rights'; Kindesrecht; Ausland; Law of nations; Völkerrecht; Abkommen
Abstract	Systemic sustainable change does not happen overnight but begins with the diffusion of knowledge and changing of attitudes (Rogers, 2010). Additionally, games can educate while adjusting attitudes (Gee, 2008; Jones, 2008). For these reasons, this project designed a Digital Game-Based Learning (DGBL) prototype to teach about the basic human rights that all children should be afforded as delineated by the United Nations (U.N.) in the Convention on the Rights of the Child (CRC) Treaty. The primary goal of this game is to raise awareness and advocacy for equality of all children, regardless of the country, state or county of residence. Specifically, the idea for this curriculum complements other games-for-change, which teach about laws and impact social change, such as: iCivics, Games4Change, and European Children's Rights games. In the game created for this capstone project, player-learners have the opportunity to simulate various personas as they dive into scenarios designed to evoke pathos thereby increasing empathy and transfer of knowledge (Edele, Dziobek, & Keller, 2013; Gunter, Kenny, & Vick, 2008; Huang, & Tettegah, 2010). Overall, the CRC Treaty contains fifty-four articles and four themes: Survival, Development, Protection, and Participation. Protection and Participation were the focus for this first prototype, including: Article 12 (The Right to be Heard) and Article 13 (Freedom of Expression). As the storyline unfolds, real-world scenes are presented in which player-learners make decisions which in turn teach them about the purpose of the CRC Treaty. Emerging branches support the player-learners in coping with feelings of sadness and empower them with feelings of hope as they learn about self-efficacy tips and actions they may take to survive the scenarios because affective domain can affect learning (Dormann, Whitson, & Neuvians, 2013). The ultimate goal of this game is intended to empower digital natives about the rights of children to support the ratification of this treaty in the U.S. These digital natives are the player-learners of today who have grown up in an era where processing of information and systematic thinking has changed with the growth of digital technologies, including gaming simulations (Prensky, 2001). Expertise and resources would be the next step needed to develop the prototype of this game into a high-quality professional DGBL environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01