國立虎尾科技大學 |

Exploring Teachers' Perspectives on the Use of Educational Online Games for Middle School Students With Emotional And/Or Behavioral Disabilities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring Teachers' Perspectives on the Use of Educational Online Games for Middle School Students With Emotional And/Or Behavioral Disabilities./
作者:	Fiorello, Liza M.
面頁冊數:	1 online resource (126 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
Contained By:	Dissertations Abstracts International85-03B.
標題:	Disability studies. -
電子資源:	click for full text (PQDT)
ISBN:	9798380346825

Exploring Teachers' Perspectives on the Use of Educational Online Games for Middle School Students With Emotional And/Or Behavioral Disabilities.
Fiorello, Liza M.

Exploring Teachers' Perspectives on the Use of Educational Online Games for Middle School Students With Emotional And/Or Behavioral Disabilities. - 1 online resource (126 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: B.

Thesis (Ph.D.)--State University of New York at Buffalo, 2023.

Includes bibliographical references

Recent advancements in technology have created enriching and engaging learning opportunities in education. Today, online games are used more frequently in education in an attempt to engage students in learning activities and help increase student participation for students with and without disabilities. However, limited research has been conducted on teachers' perceptions integrating educational online games, also known as Digital Game-Based Learning, and the use of online games for students with emotional and/or behavioral disabilities (EBD). This research study used a qualitative case study design with grounded theory to investigate teachers' perspectives on the use of online games including how, when, and why online games are being used in instruction, what factors encourage teachers to integrate educational online games in the classroom and the potential relationship online games have on learning and instruction. The intersection of TPACK-G framework and game-based learning guided this study and provided a framework for researchers as well as educators to understand how teachers use educational online games for students with EBD. Multiple sources of data were collected and analyzed to generate themes across the data to gain an understanding of teachers' experiences and attitudes towards implementing educational online games in the classroom. Findings from this study can be used to address the gap in the existing literature for this student population, support the relationship between the game-based learning and TPACK-G frameworks, and understand if teachers find educational online games appropriate, implementable tools in instruction for middle school students with EBD.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380346825Subjects--Topical Terms:

809395
Disability studies.
Subjects--Index Terms:

Online gamesIndex Terms--Genre/Form:

554714
Electronic books.

Exploring Teachers' Perspectives on the Use of Educational Online Games for Middle School Students With Emotional And/Or Behavioral Disabilities.
LDR:03202ntm a2200409K 4500 001 1141315
005 20240311061610.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380346825
035 $a (MiAaPQ)AAI30633986
035 $a AAI30633986
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Fiorello, Liza M. $3 1465023
245 1 0 $a Exploring Teachers' Perspectives on the Use of Educational Online Games for Middle School Students With Emotional And/Or Behavioral Disabilities.
264 0 $c 2023
300 $a 1 online resource (126 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: Dissertations Abstracts International, Volume: 85-03, Section: B.
500 $a Advisor: Gorlewski, Julie.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2023.
504 $a Includes bibliographical references
520 $a Recent advancements in technology have created enriching and engaging learning opportunities in education. Today, online games are used more frequently in education in an attempt to engage students in learning activities and help increase student participation for students with and without disabilities. However, limited research has been conducted on teachers' perceptions integrating educational online games, also known as Digital Game-Based Learning, and the use of online games for students with emotional and/or behavioral disabilities (EBD). This research study used a qualitative case study design with grounded theory to investigate teachers' perspectives on the use of online games including how, when, and why online games are being used in instruction, what factors encourage teachers to integrate educational online games in the classroom and the potential relationship online games have on learning and instruction. The intersection of TPACK-G framework and game-based learning guided this study and provided a framework for researchers as well as educators to understand how teachers use educational online games for students with EBD. Multiple sources of data were collected and analyzed to generate themes across the data to gain an understanding of teachers' experiences and attitudes towards implementing educational online games in the classroom. Findings from this study can be used to address the gap in the existing literature for this student population, support the relationship between the game-based learning and TPACK-G frameworks, and understand if teachers find educational online games appropriate, implementable tools in instruction for middle school students with EBD.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Disability studies. $3 809395
650 4 $a Behavioral psychology. $3 1179418
650 4 $a Educational technology. $3 556755
650 4 $a Special education. $3 567627
653 $a Online games
653 $a Learning activities
653 $a Behavioral disabilities
653 $a Middle school students
653 $a Game-based learning
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0710
690 $a 0201
690 $a 0384
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1148475
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-03B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30633986 $z click for full text (PQDT)