Exploring a Curriculum-Embedded, Constructivist-Inspired, Augmented Reality Game within an Early Elementary Social Studies Curriculum and Its Influence on Student Experiences, Learning Outcomes, and Teacher Instructional Practices

Autor/in	Oltman, Julia Leonhardt
Titel	Exploring a Curriculum-Embedded, Constructivist-Inspired, Augmented Reality Game within an Early Elementary Social Studies Curriculum and Its Influence on Student Experiences, Learning Outcomes, and Teacher Instructional Practices
Quelle	(2018), (209 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Lehigh University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-1478-8
Schlagwörter	Hochschulschrift; Dissertation; Curriculum Implementation; Educational Games; Elementary School Students; Elementary School Teachers; Social Studies; Student Experience; Outcomes of Education; Educational Practices; Simulated Environment; Grade 2; History; Computer Simulation; Computer Games; Decision Making; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Educational game; Lernspiel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Studienerfahrung; Lernleistung; Schulerfolg; Bildungspraxis; Künstliche Umwelt; School year 02; 2. Schuljahr; Schuljahr 02; Geschichte; Geschichtsdarstellung; Computergrafik; Computersimulation; Computer game; Computerspiel; Computerspiele; Decision-making; Entscheidungsfindung; Lehrerverhalten
Abstract	Game-based learning has entered the mainstream, yet little research has examined its influence within an early elementary setting, in the subject of history, or within the context of entire curricular unit. This dissertation examines two years' worth of data during which an augmented reality, geolocated mobile game was embedded within a second-grade history unit. Using a designed-based research approach, I designed and implemented this digital game using the ARIS platform and then examined impacts upon student experiences, student learning within and beyond the intended curriculum, and on teachers' decision-making and planning. Over the course of the two years, 58 students and 3 teachers participated. Analysis indicates that early elementary students can experience flow and a magic circle while playing a constructivist-influenced game. While indicators of curriculum specified learning are inconclusive, data suggest that there may be a game-effect for learning beyond the curriculum, greater retention for some students, and a greater level of enthusiasm and sense of ownership of historical content. Findings also suggest teachers' perceptions of curriculum-embedded games evolved over two years from that of being an 'add-on' to being a catalyst for learning. Their role shifted from that of direct instructor to that of facilitator, thus influencing their instructional decision-making. Implications for research, game-design, and teaching are provided. [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