Effects of Video Game-Based Instruction on Writing Achievement and Motivation in Postsecondary Accelerated Degree Programs

Autor/in	Lee, Michael C.
Titel	Effects of Video Game-Based Instruction on Writing Achievement and Motivation in Postsecondary Accelerated Degree Programs
Quelle	(2017), (219 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-5408-2
Schlagwörter	Hochschulschrift; Dissertation; Video Games; Educational Games; Writing Instruction; Writing Achievement; Motivation; Statistical Analysis; Pretests Posttests; Control Groups; Acceleration (Education); Constructivism (Learning); Simulated Environment; Self Determination; Writing Tests; Scoring Rubrics; Comparative Analysis; College Students; Illinois + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Video game; Videospiel; Videospiele; Educational game; Lernspiel; Schreibunterricht; psychologische; Motivation (psychologisch); Statistische Analyse; Acceleration; Beschleunigung; Künstliche Umwelt; Selbstbestimmung; Writing test; Schreibtest; Scoring formulas; Auswertungsbogen; Collegestudent
Abstract	The purpose of this quantitative experimental posttest-only control group research study was to determine the degree to which differences exist in outcomes between students using a video game-based instruction and students using a traditional non-video game-based instruction in accelerated degree program courses at a 4-year university in Illinois as measured by rubric and inventory scores. "Good" video games achieve three constructivist principles: (a) enhancing motivation through construction of meaning as a goal, (b) providing challenge and freedom through a low-threshold, high-ceiling activity, and (c) providing in-depth learning through a simulation environment. Self-determination theory notes that motivation is the result of a desire for competence, autonomy, and relatedness. This quantitative study asked: What differences exist in cognitive level and quality writing assessment rubric scores and activity feeling states scale scores of students receiving supplemental video game-based instruction and those students receiving only traditional non-video game-based instruction in an accelerated degree program course at a 4-year university in Illinois? Writing achievement and motivation level scores were collected from a random sample of 42 students enrolled within an accelerated degree program, and results were analyzed using a one-way analysis of variance. Results showed no significant difference in writing achievement (p = 0.259) and no significant difference in motivation levels (p = 0.133) between participants who received supplemental video game-based instruction and those participants who received only traditional non-video game-based instruction. [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