From Mario to FIFA: What Qualitative Case Study Research Suggests about Games-Based Learning in a US Classroom

Autor/inn/en	Gerber, Hannah R.; Abrams, Sandra Schamroth; Onwuegbuzie, Anthony J.; Benge, Cindy L.
Titel	From Mario to FIFA: What Qualitative Case Study Research Suggests about Games-Based Learning in a US Classroom
Quelle	In: Educational Media International, 51 (2014) 1, S.16-34 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2014.889402
Schlagwörter	Video Games; Teaching Methods; Educational Technology; Case Studies; Qualitative Research; Literacy Education; High School Students; Reading Instruction; Learner Engagement; Interaction; Urban Schools; At Risk Students; Questionnaires; Minority Group Students; Classroom Environment; Cooperation; Feedback (Response) + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Case study; Fallstudie; Case Study; Qualitative Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leseunterricht; Interaktion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fragebogen; Klassenklima; Unterrichtsklima; Co-operation; Kooperation
Abstract	This article explores the impact of using commercial-off-the-shelf (COTS) videogames in a high school curriculum when developed through a connected learning frame by examining the influence that COTS videogames have on transforming students' literacy learning in-school. However, it must be noted that transforming literacy in school is about more than bridging in- and out-of-school literacies; it concerns developing a deeper understanding of the meaning of literacy in today's multimediated world, and the ways that these experiences are connected not only to media, but to traditional texts, peers, and guiding teachers, so that we can better grasp how to harness new learning styles and new ways of making meaning in contemporary classroom spaces. To understand how to capture in and out-of-school practices, we conducted a qualitative case study of two high school students enrolled in a reading intervention class that incorporated a COTS videogames curriculum. Data were analyzed via a constant comparison analysis. Findings indicated that the games-based curriculum created through a connected learning frame enabled students to engage in a "constellation of connections" among digital media, traditional texts, peers, and guiding teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10