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Student-Centered Factors as Predictors for Learning and Motivation in Digital Games : = Examining a Deception Detection Training Game.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Student-Centered Factors as Predictors for Learning and Motivation in Digital Games :/
其他題名:	Examining a Deception Detection Training Game.
作者:	Adams, Aubrie Serena.
面頁冊數:	1 online resource (189 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Communication. -
電子資源:	click for full text (PQDT)
ISBN:	9780355271430

Student-Centered Factors as Predictors for Learning and Motivation in Digital Games : = Examining a Deception Detection Training Game.
Adams, Aubrie Serena.

Student-Centered Factors as Predictors for Learning and Motivation in Digital Games :Examining a Deception Detection Training Game. - 1 online resource (189 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--University of California, Santa Barbara, 2017.

Includes bibliographical references

Early scholars in the field of game studies praised digital games for their potential to impact teaching and learning processes; however, this one-size-fits all approach to games in education may not effectively improve learning for all types of students. Their interests, beliefs, goals, needs, and knowledge (which can be called student-centered factors) may play a role in their ability to learn from a game-based training. The goal of this dissertation is to examine the conditions in which learners are more likely to benefit from a digital training game. Rather than manipulating the features of a game to examine the impact on students, the current study examines the students themselves.

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

Mode of access: World Wide Web

ISBN: 9780355271430Subjects--Topical Terms:

556422
Communication.
Index Terms--Genre/Form:

554714
Electronic books.

Student-Centered Factors as Predictors for Learning and Motivation in Digital Games : = Examining a Deception Detection Training Game.
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100 1 $a Adams, Aubrie Serena. $3 1193227
245 1 0 $a Student-Centered Factors as Predictors for Learning and Motivation in Digital Games : $b Examining a Deception Detection Training Game.
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300 $a 1 online resource (189 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Norah E. Dunbar.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2017.
504 $a Includes bibliographical references
520 $a Early scholars in the field of game studies praised digital games for their potential to impact teaching and learning processes; however, this one-size-fits all approach to games in education may not effectively improve learning for all types of students. Their interests, beliefs, goals, needs, and knowledge (which can be called student-centered factors) may play a role in their ability to learn from a game-based training. The goal of this dissertation is to examine the conditions in which learners are more likely to benefit from a digital training game. Rather than manipulating the features of a game to examine the impact on students, the current study examines the students themselves.
520 $a To examine the degree that pre-existing student-centered factors can be used to predict a person's likelihood of learning and motivation in digital game-based training, a sequential mixed-methods design was utilized in which both qualitative and quantitative data were gathered in three different data collection stages. Study I (Chapter III) utilized a survey method to pilot test the instrumentation that was designed to measure five student-centered factors of interest in this study. Study II (Chapter IV) was exploratory and used both focus group and interview methods to examine participant experiences after play-testing an alpha version of a digital learning game, VERITAS. Study III (Chapter V) used a pretest-posttest experimental design to assess the degree that student-centered factors impact learning between two types of training conditions and assessed the degree that student-centered factors predict four types of motivation (outcome-focused, process-focused, means-focused, and intrinsic motivation).
520 $a Five key findings summarize the most notable outcomes of this research: first, the game-based training contributes to higher levels of learning in comparison to a PowerPoint lecture-based training; this is especially the case for learners who report that English is not their first language. Second, having a stronger interest in the topic of deception detection is positively related to perceptions of enjoyment and value (intrinsic motivation) in the game-based training. Third, having a stronger belief in one's ability to learn about the topic of deception detection is negatively related to one's experience in attending to goals (process-focused motivation); but is positively related to perceptions of competence in the game-based training. Fourth, having a goal that is oriented toward mastering a topic is negatively related to the effort that a user reports putting into the training game. Lastly, having needs that are more likely to be satisfied in digital games is positively related to asking more in-game questions in a game-based training (means-focused motivation); but is negatively related to one's perceptions of value in the training.
520 $a From a new media perspective, this research explores the affordances and limitations of games in education. Findings overall show that users are likely to interact with a digital learning tool based on their own unique prior experiences. By seeking to understand the relationship between student-centered factors, learning, and motivation, scholars can better design games to serve diverse students in our evolving digital age.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Communication. $3 556422
655 7 $a Electronic books. $2 local $3 554714
690 $a 0459
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of California, Santa Barbara. $b Communication. $3 1193226
773 0 $t Dissertation Abstracts International $g 78-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10600286 $z click for full text (PQDT)