國立虎尾科技大學 |

A Comparative Study of Quiz-Style PowerPoint Games as an e-Learning and Instructional Pedagogy.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A Comparative Study of Quiz-Style PowerPoint Games as an e-Learning and Instructional Pedagogy./
Author:	Squire, Nikki Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	114 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10747024
ISBN:	9780355727463

A Comparative Study of Quiz-Style PowerPoint Games as an e-Learning and Instructional Pedagogy.
Squire, Nikki Marie.

A Comparative Study of Quiz-Style PowerPoint Games as an e-Learning and Instructional Pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 114 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2018.

Using active learning strategies, such as games, can make a positive impact on how students learn, how they process and retain information, and how they interact with digital media. This quantitative comparative research study examined differences among online freshman students' posttest information literacy (IL) summative scores comparing information literacy (IL) pedagogies (traditional vs. quiz-style PowerPoint game) and response to the online formative assessment using the Analysis, Design, Development, Implementation, and Evaluation model combined with the application of the Framework as grounded in the behavioral and cognitive learning theories of Bloom's Taxonomy and Sweller's CLT. The specific problem addressed was that traditional IL instruction methods used by faculty have proven to be ineffective or insufficient in improving information literacy development of first-year college students. Consequently, issues interrelated with information literacy development such as critical thinking, problem solving, reading and writing skills, and course performance represents ongoing obstacles faced by freshmen college students in higher education. A comparative analysis using a non-parametric analysis of variance for both hypothesis 1 and 2 indicated no significant difference in IL summative scores between the traditional pedagogy and the quiz-style pedagogy groups (p > .05), and a significant difference between IL summative scores based on student response for hypothesis 2 (p < .05). Two recommendations for practice were for higher education leadership to (a) encourage active learning strategies, such as quiz-style PowerPoint games or other game-based learning methods for teaching and learning for online first-year writing courses, and (b) to encourage college faculty to use online formative assessments in their classrooms to help increase student participation, interaction, and most of all, course performance. Two recommendations for future research were to conduct a (a) quantitative quasi-experimental study with a between-groups design to determine causality of differences in academic achievement for quiz-style PowerPoint games in other undergraduate academic disciplines in both traditional and online modalities; and, (b) quantitative comparative study of the hypothesis 2 finding to examine gaming vs. traditional classroom teaching across various academic disciplines for academic performance, satisfaction, and retention of knowledge.

ISBN: 9780355727463Subjects--Topical Terms:

1148462
Instructional design.

A Comparative Study of Quiz-Style PowerPoint Games as an e-Learning and Instructional Pedagogy.
LDR:03511nam a2200337 4500 001 890789
005 20180727091503.5
008 180907s2018 ||||||||||||||||| ||eng d
020 $a 9780355727463
035 $a (MiAaPQ)AAI10747024
035 $a (MiAaPQ)northcentral:12744
035 $a AAI10747024
040 $a MiAaPQ $c MiAaPQ
100 1 $a Squire, Nikki Marie. $3 1148702
245 1 2 $a A Comparative Study of Quiz-Style PowerPoint Games as an e-Learning and Instructional Pedagogy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 114 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Joy Rensel.
502 $a Thesis (Ph.D.)--Northcentral University, 2018.
520 $a Using active learning strategies, such as games, can make a positive impact on how students learn, how they process and retain information, and how they interact with digital media. This quantitative comparative research study examined differences among online freshman students' posttest information literacy (IL) summative scores comparing information literacy (IL) pedagogies (traditional vs. quiz-style PowerPoint game) and response to the online formative assessment using the Analysis, Design, Development, Implementation, and Evaluation model combined with the application of the Framework as grounded in the behavioral and cognitive learning theories of Bloom's Taxonomy and Sweller's CLT. The specific problem addressed was that traditional IL instruction methods used by faculty have proven to be ineffective or insufficient in improving information literacy development of first-year college students. Consequently, issues interrelated with information literacy development such as critical thinking, problem solving, reading and writing skills, and course performance represents ongoing obstacles faced by freshmen college students in higher education. A comparative analysis using a non-parametric analysis of variance for both hypothesis 1 and 2 indicated no significant difference in IL summative scores between the traditional pedagogy and the quiz-style pedagogy groups (p > .05), and a significant difference between IL summative scores based on student response for hypothesis 2 (p < .05). Two recommendations for practice were for higher education leadership to (a) encourage active learning strategies, such as quiz-style PowerPoint games or other game-based learning methods for teaching and learning for online first-year writing courses, and (b) to encourage college faculty to use online formative assessments in their classrooms to help increase student participation, interaction, and most of all, course performance. Two recommendations for future research were to conduct a (a) quantitative quasi-experimental study with a between-groups design to determine causality of differences in academic achievement for quiz-style PowerPoint games in other undergraduate academic disciplines in both traditional and online modalities; and, (b) quantitative comparative study of the hypothesis 2 finding to examine gaming vs. traditional classroom teaching across various academic disciplines for academic performance, satisfaction, and retention of knowledge.
590 $a School code: 1443.
650 4 $a Instructional design. $3 1148462
650 4 $a Pedagogy. $3 1148703
650 4 $a Educational technology. $3 556755
650 4 $a Information science. $3 561178
650 4 $a Higher education. $3 1148448
690 $a 0447
690 $a 0456
690 $a 0710
690 $a 0723
690 $a 0745
710 2 $a Northcentral University. $b Education. $3 1148427
773 0 $t Dissertation Abstracts International $g 79-08A(E).
790 $a 1443
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10747024