<p> This action research study investigated the effectiveness and impact of instructional uses of computer gaming on student comprehension of major themes and concepts in United States history. A concurrent embedded experimental mixed method design (Creswell, 2009; Creswell &amp; Plano Clark, 2007; Greene &amp; Caracelli, 1997) was used to determine what impact gameplay has upon student learning as well as student perceptions of the gaming experience upon their learning using Sid Meier's <i>Civilization IV: Colonization</i> in an eleventh grade high school United States History class. This study addressed key issues concerning computer gameplay in an educational setting, asking what impact does computer gameplay have on student understanding and academic performance, and what impact does social interaction surrounding computer gameplay have upon student understanding of content. The quantitative phase of this study focused on the relationship between computer games and academic performance. The qualitative phase of the study focused on student understanding and comprehension of historical content, perceptions of computer gameplay and the social interaction surrounding gameplay. </p><p> Students were randomly assigned to one of two classes: one class engaged in gameplay utilizing <i>Civilization IV: Colonization</i> and served as the experimental group, the other class engaged in traditional research and served as the control group. Quantitative data was collected from a pretest administered at the beginning of the semester as well as a posttest administered at the end of the semester. Additional quantitative data was collected from term project presentation grades from both groups at the end of the semester. Scores from the pretest/posttest and student presentations were analyzed to determine if there was a significant difference in learning between the two groups. </p><p> Qualitative data was collected at multiple points throughout the study from the experimental group utilizing observation, teacher-researcher reflections, individual interviews, focus group interview, and student data sheets to explore student understanding of the exploration and colonization of North America as well as perceptions of the gaming experience. The qualitative data was analyzed to inform and better understand the impact of computer gaming on student learning. </p><p> The findings of this study indicated students who engaged in gameplay with <i>Civilization IV: Colonization</i> scored significantly higher on the postest and presentation scores as well as developed a deeper understanding of major themes, concepts and content in United States History than students who conducted traditional research. The findings of this study also supported and built upon previous research concerning computer game-based learning, specifically within social studies education, as well as addressed a specific void in the research &ndash; what impact does computer game-based learning have upon student academic performance?</p>

This dissertation posed the questions (a) What effects do creating videos on a topic of interest to grade 10/11 health education students have on motivation, self determination, and relatedness in health education class? and (b) Are some phases of video making more intrinsically motivating than others? Mixed methods were used to evaluate the impact of a video making intervention using Self Determination Theory (SDT) in four health education classes at publicly funded high schools in western Canada. In answer to research question (a), Multivariate Analysis of Variance (MANOVA) tests indicated that overall, intrinsic motivation, extrinsic motivation, self determination, and relatedness were not changed over the timeframe of the intervention. Amotivation increased. Exploratory analyses indicated that student autonomy and first language had moderating effects. Thematic analyses expanded findings by identifying environmental and social factors influencing student video processes. In answer to question (b), Multivariate Analysis of Variance (MANOVA) tests indicated that overall, there were no differences in intrinsic, extrinsic, amotivation, or self determination across three phases of the video making process. Exploratory analyses indicated that the classroom students were in as well as their gender and first language had moderating effects. Study findings add to what we know about effective and successful school health education, which verifies the needs of adolescents being served; establishes linkages among program goals, objectives, and outcomes; monitors program implementation; and measures program effects on target population (Farmer et al., 1998). Contributions to Self Determination Theory literature include: (a) highlighting the role that student autonomy may play in positively influencing intrinsic motivation, identified regulation of motivation, and amotivation in health education class; (b) adapting and applying SDT measurement tools to a school health education setting to operationalize types of motivation and self determination, thus contributing to the development of a common understanding; and (c) using less ambiguous definitions of motivation within school health education contexts. / Graduate / 0515 / 0727 / tishscot@uvic.ca

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Proefschrift--Amsterdam. / "Stellingen" ([3] p.) laid in, at end. "Lijst van aangehaalde werken": p. [241]-244.

Thesis (Ph. D.)--Columbia University, 1929. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 336. Bibliography: p. 130-135.

Thesis (Ed. D.)--Illinois State University, 1977. / Title from title page screen, viewed Jan. 5, 2005. Dissertation Committee: Elwood Egelston (chair), Ronald Laymon, John McCarthy, Walter Pierce, Ronald Halinski. Includes bibliographical references (leaves 145-150) and abstract. Also available in print.

Thesis (M.S.)--University of Wisconsin--Madison, 1966. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 112-113.

Thesis (Ph. D.)--University of Wisconsin, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 132-137).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.