國立虎尾科技大學 |

Teachers Perception of Kindergarten Play in Video Games with Badges : = A Delphi Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teachers Perception of Kindergarten Play in Video Games with Badges :/
Reminder of title:	A Delphi Study.
Author:	Long, Heather.
Description:	1 online resource (165 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355687361

Teachers Perception of Kindergarten Play in Video Games with Badges : = A Delphi Study.
Long, Heather.

Teachers Perception of Kindergarten Play in Video Games with Badges :A Delphi Study. - 1 online resource (165 pages)

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

Thesis (EDD/ET)--University of Phoenix, 2017.

Includes bibliographical references

Educators, administrators, and researchers continue to search for a solution to return play to kindergarten classrooms while encouraging the use of technology to meet federal education standards. A review of the literature showed a gap in strategies for implementing play, findings were lacking on video games with digital badges in education, and how games can best be used for learning. The general problem is kindergarten play is being replaced by new academic and technology standards. The specific problem is the rise of technology and technology standards warrant the need to explore educator perceptions of kindergarten play in video games with digital badges. Educators determine what is taught in the classroom; everything from coloring to letters and numbers. The purpose of this qualitative Delphi study was to explore and identify nine, United States, educator's perceptions of kindergarten play in video games with digital badges. Nine expert panelists participated in a three-round Delphi study, including an open-ended questionnaire and two rounds of Likert survey questionnaires with commented feedback. The panelists' feedback using descriptive data analysis, were grouped in the following categories: means to leverage, concerns with use, and overall perceptions. The critical concern identified was time-limits and the need to have time-limits and structure in place. The panelists agreed video games with digital badges can be leveraged as differentiated practice and motivation as well as dramatic play activities, library learning, or as part of a rotation center. The perceptions were kindergarten play in video games with digital badges is positive, engaging, and a motivating way to work on and master skills. The results of this study were an exploration and identification of teacher perceptions of kindergarten play in video games with digital badges.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355687361Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers Perception of Kindergarten Play in Video Games with Badges : = A Delphi Study.
LDR:03121ntm a2200337Ki 4500 001 919681
005 20181129120431.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355687361
035 $a (MiAaPQ)AAI10640891
035 $a (MiAaPQ)phoenix:10619
035 $a AAI10640891
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Long, Heather. $3 1194305
245 1 0 $a Teachers Perception of Kindergarten Play in Video Games with Badges : $b A Delphi Study.
264 0 $c 2017
300 $a 1 online resource (165 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Shannon Hilliker.
502 $a Thesis (EDD/ET)--University of Phoenix, 2017.
504 $a Includes bibliographical references
520 $a Educators, administrators, and researchers continue to search for a solution to return play to kindergarten classrooms while encouraging the use of technology to meet federal education standards. A review of the literature showed a gap in strategies for implementing play, findings were lacking on video games with digital badges in education, and how games can best be used for learning. The general problem is kindergarten play is being replaced by new academic and technology standards. The specific problem is the rise of technology and technology standards warrant the need to explore educator perceptions of kindergarten play in video games with digital badges. Educators determine what is taught in the classroom; everything from coloring to letters and numbers. The purpose of this qualitative Delphi study was to explore and identify nine, United States, educator's perceptions of kindergarten play in video games with digital badges. Nine expert panelists participated in a three-round Delphi study, including an open-ended questionnaire and two rounds of Likert survey questionnaires with commented feedback. The panelists' feedback using descriptive data analysis, were grouped in the following categories: means to leverage, concerns with use, and overall perceptions. The critical concern identified was time-limits and the need to have time-limits and structure in place. The panelists agreed video games with digital badges can be leveraged as differentiated practice and motivation as well as dramatic play activities, library learning, or as part of a rotation center. The perceptions were kindergarten play in video games with digital badges is positive, engaging, and a motivating way to work on and master skills. The results of this study were an exploration and identification of teacher perceptions of kindergarten play in video games with digital badges.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Early childhood education. $3 557157
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0518
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Phoenix. $b Advanced Studies. $3 1148671
773 0 $t Dissertation Abstracts International $g 79-08A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10640891 $z click for full text (PQDT)