"I Almost Wanted to Touch Them!" Curriculum-Embedded Game-Based Learning for Young Elementary History Education

Autor/inn/en	Oltman, Julie; Hammond, Thomas C.
Titel	"I Almost Wanted to Touch Them!" Curriculum-Embedded Game-Based Learning for Young Elementary History Education
Quelle	(2017), (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Game Based Learning; History Instruction; Computer Simulation; Elementary School Students; Handheld Devices; Grade 2; Young Children; Metacognition; Student Attitudes; Educational Games; Learner Engagement; Private Schools; Urban Schools; Outcomes of Education; Recall (Psychology); Instructional Effectiveness; Place Based Education; Religious Cultural Groups; Social Studies; Pennsylvania + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Computergrafik; Computersimulation; School year 02; 2. Schuljahr; Schuljahr 02; Frühe Kindheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Educational game; Lernspiel; Private school; Privatschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg; Abberufung; Unterrichtserfolg; Kirchliche Gruppe; Religionszugehörigkeit; Gemeinschaftskunde
Abstract	This mixed-methods study explored the use of an augmented reality, location-based, iPad game to enhance the learning experience of young elementary history students. Utilizing the ARIS platform and a design-based research approach, researchers and teachers built a customized game experience that was inserted into a school's traditional second grade curriculum. The researchers assessed students' flow rates, learning outcomes, and attitudes about gaming through observation, teacher and student interviews, class-debrief sessions, teacher-created assessments, and surveys. Findings indicate that high rates of flow occurred with most students, learning outcomes were positively influenced, and that serious game-based learning for social studies can be successfully implemented in early elementary grades. The researchers conclude with methodological and design recommendations for further game-based learning research within this age group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01