Logo image
Back
Getting into the game: an explanatory case study to examine the experiences of faculty incorporating digital game based learning in higher education
Dissertation   Open access

Getting into the game: an explanatory case study to examine the experiences of faculty incorporating digital game based learning in higher education

Mary Ann Comunale
Doctor of Education (Ed.D.), Drexel University
Jun 2017
DOI:
https://doi.org/10.17918/etd-7363
pdf
Comunale_Mary_20171.69 MBDownloadView
PDF Open Access Open Access (License Unspecified)

Abstract

Educational technology Creative thinking--Study and teaching Simulation games in education--Evaluation Educational leadership--Evaluation
Play learning is natural to all human beings and has been a part human culture since ancient time. Teaching children through games is widely accepted, but as we become adults, learning takes on a more serious construction. Research has shown that game based learning can be motivational and result in positive learning outcomes for all levels of learning. However, higher education has been slow to acceptance and use. By taking a closer look into the stories of early adopters that implemented digital games into higher education, this study utilized a multi-case study approach to understand the basis for the decision to use games, and the faculty experience during the game design and implementation phases. Results indicate that the higher education early adopter's decision to use games was a creative solution to resolve conflicts that occurred in their classrooms, and they were intrinsically motivated even though they would not necessarily consider themselves to be "gamers." Each participant received support from their administrators and peers and described their experience as positive. Recommendations for administrators and faculty interested in pursuing digital game based learning in higher education and for future research are provided.

Metrics

81 File views/ downloads
81 Record Views

Details

Logo image