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Perceptions of the Influence of a Social Game-based Intervention on the Level or Quality of Students' Classroom Participation.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Perceptions of the Influence of a Social Game-based Intervention on the Level or Quality of Students' Classroom Participation./
Author:	Canle, Andrew J.
Description:	1 online resource (152 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798381948240

Perceptions of the Influence of a Social Game-based Intervention on the Level or Quality of Students' Classroom Participation.
Canle, Andrew J.

Perceptions of the Influence of a Social Game-based Intervention on the Level or Quality of Students' Classroom Participation. - 1 online resource (152 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Ed.D.)--Hofstra University, 2024.

Includes bibliographical references

The lack of student talk during classroom discourse is problematic because social competence and academic achievement are closely related. Educational theorists and practitioners abound agree that students learn through social interaction with others. To address this issue, the purpose of this study is to examine how an engaging tool for K-12 students to develop and cultivate student interaction and social connectedness is implemented in a classroom environment. "IRC123!" is a tabletop card game designed to help K-12 students become more conversational with peers and adults. The game involves a scaffolded set of conversational prompts to help three to five players take turns inquiring about others, respond to prompts themselves, and connect through mutual conversation and dialogue within a gaming context. This comparative case study involves 6th, 9th, and 10th grade integrated co-taught classrooms being representative of the elementary, middle, and high school levels of a charter school in the Bronx, New York. The teaching teams each consist of a general education teacher and a special education teacher, or dually certified teachers. Each participant was interviewed individually and as part of a focus group to collect their perceptions regarding the influence the game-based intervention had on their students' classroom participation and how they implemented the game in the classroom. A field observation of student gameplay was also conducted in each classroom. The limitations of this study include a small sample size, time constraints, and limited scope of discussions. Educational leaders can benefit from this study by realizing that game-based learning can influence changes in student behavior related to both academic achievement and social and emotional wellness.

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

Mode of access: World Wide Web

ISBN: 9798381948240Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Classroom participationIndex Terms--Genre/Form:

554714
Electronic books.

Perceptions of the Influence of a Social Game-based Intervention on the Level or Quality of Students' Classroom Participation.
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