國立虎尾科技大學 |

Building a Better Game : = A Theory of Gameful Learning & the Construction of Student Personas with Agency.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Building a Better Game :/
Reminder of title:	A Theory of Gameful Learning & the Construction of Student Personas with Agency.
Author:	Holman, Caitlin.
Description:	1 online resource (146 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
Subject:	Information science. -
Online resource:	click for full text (PQDT)
ISBN:	9780438126480

Building a Better Game : = A Theory of Gameful Learning & the Construction of Student Personas with Agency.
Holman, Caitlin.

Building a Better Game :A Theory of Gameful Learning & the Construction of Student Personas with Agency. - 1 online resource (146 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--University of Michigan, 2018.

Includes bibliographical references

Gameful course design creates learning environments that support student motivation, drawing inspiration from well-designed games. This dissertation establishes the theoretical framework on which gameful pedagogy is founded. One key piece of gameful course design is that the instructor creates opportunities for students to make decisions about how they will complete course work. Designing these opportunities requires instructors to reflect on how different types of students are likely to behave, and to decide what grade outcomes can be earned through different routes of action.

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

Mode of access: World Wide Web

ISBN: 9780438126480Subjects--Topical Terms:

561178
Information science.
Index Terms--Genre/Form:

554714
Electronic books.

Building a Better Game : = A Theory of Gameful Learning & the Construction of Student Personas with Agency.
LDR:03854ntm a2200361Ki 4500 001 916727
005 20180927111923.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438126480
035 $a (MiAaPQ)AAI10903042
035 $a (MiAaPQ)umichrackham:001215
035 $a AAI10903042
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Holman, Caitlin. $3 1190544
245 1 0 $a Building a Better Game : $b A Theory of Gameful Learning & the Construction of Student Personas with Agency.
264 0 $c 2018
300 $a 1 online resource (146 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: 79-12(E), Section: A.
500 $a Advisers: Barry Jay Fishman; Stephanie D. Teasley.
502 $a Thesis (Ph.D.)--University of Michigan, 2018.
504 $a Includes bibliographical references
520 $a Gameful course design creates learning environments that support student motivation, drawing inspiration from well-designed games. This dissertation establishes the theoretical framework on which gameful pedagogy is founded. One key piece of gameful course design is that the instructor creates opportunities for students to make decisions about how they will complete course work. Designing these opportunities requires instructors to reflect on how different types of students are likely to behave, and to decide what grade outcomes can be earned through different routes of action.
520 $a The field of Human-Computer Interaction uses a design tool called personas to help software developers better understand target users and their respective goals as they build new technologies. This dissertation investigates what choices students made within a gameful course, with the intention of developing a method to systematically construct student personas, based on a combination of behavioral, performance, demographic, and psycho-social data. Such personas would ideally enable instructors to more finely tune gameful course structures to student needs.
520 $a While this research succeeded in establishing a method to describe the pathways students took through the gameful course studied, it identified very little commonality in students' choices at the assignment level: the 159 students studied took 158 unique pathways through the core assignment work. This finding speaks to the success of gameful course design in enabling students to have autonomy over their learning experience, but, in addition to a general lack of significant findings between basic student characteristics and assignment choice, did not allow for the creation of data-driven personas that felt cohesive and representative of the students they represented. Three goals for future research into data-driven personas are identified: First, to confirm in a larger and more diverse context that the characteristics examined in this study do not have strong relationships to assignment choice. Second, to re-evaluate whether characteristics like ethnicity and gender need to be included in learner personas at all if they do not offer a better understanding of how similar learners are likely to behave. And third, to investigate whether it is more valuable to iterative course design to focus on how different behavior patterns relate to each and impact each other rather than assuming that the patterns themselves will relate to any particular learner characteristic.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Information science. $3 561178
650 4 $a Instructional design. $3 1148462
655 7 $a Electronic books. $2 local $3 554714
690 $a 0723
690 $a 0447
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Michigan. $b Information. $3 1179585
773 0 $t Dissertation Abstracts International $g 79-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10903042 $z click for full text (PQDT)