Game-Based Learning and Science Classrooms: How a Content-Based Video Game Can Support Students with Emotional Behavioral Disabilities in a Public Day High School Earth Science Classroom

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Autor/in	Ritson, Darren J.
Titel	Game-Based Learning and Science Classrooms: How a Content-Based Video Game Can Support Students with Emotional Behavioral Disabilities in a Public Day High School Earth Science Classroom
Quelle	(2019), (305 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, George Mason University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-2360-4
Schlagwörter	Hochschulschrift; Dissertation; Game Based Learning; Educational Technology; Technology Uses in Education; High School Students; Special Schools; Severe Disabilities; Emotional Disturbances; Behavior Disorders; Earth Science; Teaching Methods; Science Instruction; Grade 11; Grade 12; Students with Disabilities; Program Effectiveness; Time on Task; Knowledge Level; Student Attitudes; Teacher Attitudes; Video Games + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special school; Sonderschule; Severe disability; Schwerbehinderung; Gefühlsstörung; Earth sciences; Geowissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Disability; Disabilities; Behinderung; Zeitaufwand; Wissensbasis; Schülerverhalten; Lehrerverhalten; Video game; Videospiel; Videospiele
Abstract	A traditional mode of Earth Science instruction in public day high schools for students with severe emotional behavioral disorders (EBD) is teacher-delivered lectures supported with paper-based laboratory exercises. These laboratory experiences are often presented through worksheet problems that students are asked to solve and return to the teachers for grading. Student learning in the laboratory setting is assessed by the teacher later after students have left the classroom, resulting in the lack of interaction and immediate feedback. Electronic game-based learning (GBL) model may offer an alternative to teaching and learning science. To support students in learning the high school Earth Science's curriculum, (specifically, Big Bang and the Universe topics) an educational game was developed for 11th and 12th grade students with EBD receiving special education services in a separate public day school. The game incorporated several strategies found to be effective in teaching science to students with EBD and fostered learning through an inquiry model. It immersed the participants in the problem solving challenges related to the creation of the universe. While attempting to solve problems in the game, high school students engaged with various knowledge and skills required by the state for the Earth Science curriculum. A single-subject multiple-baseline across participants design was used to examine students' performance with and without the game. Visual analysis of students' content knowledge data demonstrated a moderate evidence of a functional relation with a mean increase from baseline and intervention for all participants. The study also showed that participants spend more time-on-task while playing the game. Furthermore, the study found an increase in students' engagement and reduction of students' negative emotional responses with the GBL intervention. Finally, both a teacher and students had positive perspectives on using GBL model for teaching and learning science. The implications for using GBL while teaching students with EBD in a public day school science classroom are discussed. [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	2024/1/01