Video games and the classroom

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dc.contributor.authorBurren, Jamie
dc.contributor.supervisorSanford, Kathy
dc.date.accessioned2019-08-30T21:17:15Z
dc.date.available2019-08-30T21:17:15Z
dc.date.copyright2019en_US
dc.date.issued2019-08-30
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThis study explores the effects on student learning of the inclusion of video games within a Language Arts secondary school classroom. Video Games are often disparaged by both parents and educators as having a significantly negative impact on students’ learning and productive use of time. However, previous studies surrounding youth and video games have revealed that youth engagement with games is often highly complex, involving deep critical thinking and encouraging social engagement. New research has shown that, for some youth, video games can serve as a catalyst for further intrinsically motivated learning. In spite of this research, video games remain on the fringes of formal education. This study focuses on a month long unit where video games were used as a primary text within a grade 10 language arts class. The study makes use of an action research processes and is reported using case study approach. Using class observations, notes, and a series of group interviews with participants, four major themes emerged, namely: community, relevance, student engagement, and student success.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/11096
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectEducationen_US
dc.subjectCurriculumen_US
dc.subjectVideo Gamesen_US
dc.subjectPedagogyen_US
dc.subjectLanguage Artsen_US
dc.subjectNon-traditional literaciesen_US
dc.titleVideo games and the classroomen_US
dc.typeThesisen_US

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