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Forging Higher-Order Thinking Skills With Serious Games.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Forging Higher-Order Thinking Skills With Serious Games./
Author:	Jennings, Kevin Michael.
Description:	1 online resource (159 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798380859219

Forging Higher-Order Thinking Skills With Serious Games.
Jennings, Kevin Michael.

Forging Higher-Order Thinking Skills With Serious Games. - 1 online resource (159 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (D.Ed.)--Charleston Southern University, 2023.

Includes bibliographical references

This study aimed to discover the lived experiences of Serious Game designers. More specifically, how they incorporate higher-order thinking skills, as defined by Revised Bloom's Taxonomy (2001), and assessing these skills. The main research questions are "Which Serious Game design principles allow for the incorporation of higher-order thinking skills?" and "How are Serious Game designers assessing higher-order thinking skills in their games?" This qualitative phenomenological study was based on interviews with Serious Game designers. The sampling of this study was criterion sampling, in which participants are chosen based on the fact that they meet all the necessary criteria. The interview setting was over Zoom with Serious Game professionals from North America and Europe. Interviews were recorded with QuickTime Audio Recorder, transcribed with the website TranscribeMe, and analyzed on Microsoft Excel. The study's participants gave various answers to the three sub-questions but showed several areas of overlap or saturation. Regarding sub-question A, principles of Serious Game design include incorporating learning objectives and understanding the context of the audience. Regarding sub-questions B, to incorporate higher-order thinking skills into a Serious Game, the designer must create a sufficient system and give agency to the players. Lastly, sub-question C, regarding the assessment of higher-order thinking skills, are primarily assessed through qualitative means.

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

Mode of access: World Wide Web

ISBN: 9798380859219Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Game-based learningIndex Terms--Genre/Form:

554714
Electronic books.

Forging Higher-Order Thinking Skills With Serious Games.
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520 $a This study aimed to discover the lived experiences of Serious Game designers. More specifically, how they incorporate higher-order thinking skills, as defined by Revised Bloom's Taxonomy (2001), and assessing these skills. The main research questions are "Which Serious Game design principles allow for the incorporation of higher-order thinking skills?" and "How are Serious Game designers assessing higher-order thinking skills in their games?" This qualitative phenomenological study was based on interviews with Serious Game designers. The sampling of this study was criterion sampling, in which participants are chosen based on the fact that they meet all the necessary criteria. The interview setting was over Zoom with Serious Game professionals from North America and Europe. Interviews were recorded with QuickTime Audio Recorder, transcribed with the website TranscribeMe, and analyzed on Microsoft Excel. The study's participants gave various answers to the three sub-questions but showed several areas of overlap or saturation. Regarding sub-question A, principles of Serious Game design include incorporating learning objectives and understanding the context of the audience. Regarding sub-questions B, to incorporate higher-order thinking skills into a Serious Game, the designer must create a sufficient system and give agency to the players. Lastly, sub-question C, regarding the assessment of higher-order thinking skills, are primarily assessed through qualitative means.
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