Students' Experiences with Games and Their Academic Potential: An Interpretative Phenomenological Analysis

Autor/in	Pisano, Sergio
Titel	Students' Experiences with Games and Their Academic Potential: An Interpretative Phenomenological Analysis
Quelle	(2018), (147 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-1090-5
Schlagwörter	Hochschulschrift; Dissertation; College Students; Educational Games; Student Experience; Phenomenology; Outcomes of Education; Interviews; Attention; Psychological Patterns; Learner Engagement; Health; Interpersonal Relationship; Relevance (Education); Active Learning; Student Motivation; Teacher Role; Faculty Development; Academic Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; Educational game; Lernspiel; Studienerfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Aufmerksamkeit; Gesundheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Relevance; Relevanz; Aktives Lernen; Schulische Motivation; Lehrerrolle; Schulleistung
Abstract	The purpose of this research project was to explore students' gaming experiences in relationship to engagement and learning to expand our understanding of the essence of such experiences and produce valuable results for educators seeking to create a more student-centered learning environment, facilitate active learning, and increase students' engagement. Utilizing flow theory as theoretical framework and Interpretative Phenomenological analysis, this study explored the gaming and academic experiences of five college students. Participants' interviews, transcriptions, annotations and preliminary analysis led to the emergence of five core themes: (1) manifestations of flow; (2) engagement, expectations, and feelings; (3) health related issues in games; (4) social aspects of games and learning; (5) games, learning, and the real world. The analysis of participants' interviews and additional data pointed out a variety of engaging factors the typical classroom experience lacks, but that were found to be abundantly present in certain games. Several important implications were found and discussed. These included implications related to: engagement and active learning; motivation and feelings; social dynamics; teaching, learning, and the teachers' role; teaching, learning, and the real world; game based learning; institutional support and faculty development; and the gaming field. This study's findings supported the idea of incorporating games and gamification in the college classroom. Transporting certain factors present in games to the classroom in the form of positive and memorable experiences was not only desired by students but also important for their engagement and academic success. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01