This thesis contributes to the field of Game Studies by presenting the hypothesis that the player(s) and soundscape(s) in the first-person shooter (FPS) game, and the relationships between them, may be construed as an acoustic ecology. It explores the idea that the single-player FPS game acoustic ecology has the basic components of player and soundscape and that the relationships between these two lead to the creation and perception of a variety of spaces within the game world constituting a significant contributing factor to player immersion in that world. Additionally, in a multiplayer FPS game, these individual acoustic ecologies form part of a larger acoustic ecology which may be explained through autopoietic principles. There has been little written on digital game sound (much less on FPS game sound) and so the research contained within this thesis is an important contribution to the Game Studies field. Furthermore, the elaboration of the hypothesis provides insight into the role of sound in the perception of a variety of spaces in the FPS game, and player immersion in those spaces, and this has significance not only for Game Studies but also for other disciplines such as virtual environment design and the study of real-world acoustic ecologies. A text-based methodology is employed in which literature from a range of disciplines is researched for concepts relevant to the hypothesis but, where necessary, new concepts will be devised. The aim of the methodology is to construct a conceptual framework which is used to explicate the hypothesis and which may, with future refinement, be used for the study of sound in digital game genres other than FPS.

Learner engagement has been considered one of the keys that can lead learners to successful learning in a multimedia learning environment such as digital game-based learning. Regarding this point, game-based learning advocates (e.g., Gee, 2003; Prensky, 2001) have asserted that digital games have great potential to engage learners. Nonetheless, there have been only a small number of empirical research studies of players' engagement, and there is little consensus on which elements of digital games critically engage people in play (Garris, Ahlers, & Driskell, 2002). Furthermore, despite the possibility that sensory stimuli can be factors influencing digital game players' engagement, there have been very few attempts to examine empirically the relationship between engagement and sensory stimuli. This study examined the effects of game characters' voice-over in digital games on players' engagement, by using a short digital role-playing game modified from Neverwinter Nights 2. A randomized control-group post-test only design was used to collect data from 74 participants (22 female, 52 male); engagement was measured by a modification of the Game Engagement Questionnaire (Brockmyer et al., 2009). Data analysis revealed that the GEQ mean scores of the participants who played the game with voice-over was much higher than that of the participants who played without voice-over. The difference of the mean scores between the two groups was statistically significant (t = 2.45, df = 72 p = .02), and the effect size, Cohen's d, was .58 (moderately significant). The results of this study will guide educational practitioners to the identification of more effective ways of adopting, developing, and modifying digital games for educational purposes, as well as furthering the research and guiding the practice in instructional multimedia design and development.

Submitted by Marcos Henrique de Paula Dias da Silva (dificildedizer@gmail.com) on 2018-04-28T15:54:48Z No. of bitstreams: 1 manuscrito final.pdf: 4342596 bytes, checksum: 522ff3d650a621ed75287beb6d1bb43d (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-05-03T13:06:37Z (GMT) No. of bitstreams: 1 silva_mhpd_me_bauru.pdf: 4342596 bytes, checksum: 522ff3d650a621ed75287beb6d1bb43d (MD5) / Made available in DSpace on 2018-05-03T13:06:37Z (GMT). No. of bitstreams: 1 silva_mhpd_me_bauru.pdf: 4342596 bytes, checksum: 522ff3d650a621ed75287beb6d1bb43d (MD5) Previous issue date: 2018-03-02 / A experiência em participar de dois grupos pouco associados e perceber que juntos teriam potencial de construir excelentes jogos digitais para ensino de Matemática, foi o motor desta pesquisa. Este trabalho focou nas dificuldades de um licenciado em Matemática, com poucos recursos e baixa experiência em computação, imerso de forma amadora e individual no meio do game design digital. Iniciou-se com uma revisão da literatura explicando sobre diversas teorias conceituadas relacionadas com jogos, sendo estas, abordagens que variavam desde a Psicologia, o Jornalismo, a Matemática, o Ensino, o Game design entre outras. Então, apresentamos o processo de documentação utilizado para registro das experiências, recursos e caracterização do sujeito, como seus computadores, uma breve biografia, a estruturação do seu diário, os objetivos dos questionários e as versões do jogo digital Handles produzido no período de estudo. Por fim, reunimos todos os desafios de Handles dentro de problemas Matemáticos generalizados, e contextualizados dentro da instância de jogo com soluções sugeridas. Também analisamos os dados de 27 crianças do Ensino Fundamental I e 142 estudantes do Ensino Médio Técnico, que jogaram, e em ambos os grupos houve uma visível aprendizagem dos conceitos Matemáticos envolvidos. Então associamos a experiência narrada no diário com as diversas teorias relacionadas a jogos, revisadas anteriormente, indicando os pontos onde cada uma melhor contribui nesta prática. Encerra-se o texto com a construção de um percurso, baseado neste estudo, por onde licenciados em Matemática em condições semelhantes ao nosso sujeito, possam criar com maior facilidade seus próprios jogos digitais para ensino de Matemática em um nível de sofisticação similar ao Handles. / The experience of participating in two little associated groups and realizing that, combined, they would have the potential to construct excellent digital games for teaching mathematics was the driver of this research. This study focused on the difficulties of a mathematical education graduate, with few resources and little computing experience, engaged in an amateur and individual fashion in the digital game design milieu. It began with a review of the literature explaining the many conceptual theories related to games, with approaches including psychology, journalism, mathematics, education, and game design. We then present the documentation process used to record the subject’s experiences, resources and characterization, such as his computer, a brief biography, the structure of his diary, the questionnaire goals, and the versions of the digital game Handles produced during the study period. Finally, we combine all the challenges related to Handles within the generalized math problems, put into context within the game’s instance with the suggested solutions. We also analyzed the data of 27 Elementary School I children and 142 Technical High School students who played the game, with each group showing a visible learning of the math concepts involved. We then associate the experience presented in the diary with the different theories related to games, which have been previously revised, indicating at which points each theory best contributes to this practice. The text ends with the construction of a path, based on this study, according to which mathematics education graduates, in conditions similar to our subject’s, may more easily create their own digital games for teaching mathematics on a sophistication level similar to Handles.

Project deals with the development of a 2D, roleplaying videogame for the computer platform. Theoretical part of the thesis is focused on background of pixelart in videogames, as well as game and storytelling cliche, while both of these aspects are used in the final project. Practical part is the design of characters, enviroment and scenes, and the complete realization of a prototype for pixelart videogame named ENOUGH, with the visual of retro games for old platforms. Its story is being shown as a cliche as well, though with the strong symbolism refering to authors psychique and on the mental health or memories.

Despite the recent popularity of digital game-based learning (DGBL), far too little evidence exists concerning its benefits in mathematics. The purpose of this research study was to: (a) determine whether or not DGBL is a viable tool in helping students to improve achievement in middle school mathematics and (b) gauge their perceptions regarding the use of DGBL. This study consisted of a convenience sample of sixth-grade students enrolled at a large suburban middle school in a school division in the Commonwealth of Virginia. This study followed a sequential explanatory mixed-methods approach using a one-group, pretest-posttest research design to collect data from participants before and after DGBL intervention to determine if a relationship existed with improved scores on the Ratios and Proportional Relationships Test. Ratios and Proportional Relationships Test scores were collected from the fall 2020 pre and post-test administrations. Students' Perceptions of Digital Game-Based Learning Survey (SPoDGBLS) responses were also collected from participants before (pre) and after (post) the intervention to determine the changes in student perceptions of DGBL. Small group, semi-structured, open-ended interviews were conducted to collect in-depth information regarding student perceptions of a digital game-based approach for learning mathematics. Results of the study found that on average student participants scored higher on the posttest than the pretest, albeit not significantly higher than the posttest cut score. Results also showed that student perceptions of the usefulness of DGBL improved over the course of the 5-week study. The study recommends that school and division leaders consider incorporating DGBL into mathematics instruction. / Doctor of Philosophy / The purpose of this research study was to: (a) determine whether or not digital game-based learning (DGBL) is a viable tool in helping students to improve achievement in middle school mathematics and (b) gauge their perceptions regarding the use of DGBL. A sequential explanatory mixed-method, one-group, pretest-posttest design was followed to compare 21 sixth-grade participants' Ratios and Proportional Relationships Test scores and Students' Perceptions of Digital Game-Based Learning Survey responses before and after a DGBL intervention. Small group interviews were conducted to collect in-depth information regarding participant perceptions of DGBL in mathematics. Results of the study found that participants scored higher on the posttest than the pretest and their perceptions of the usefulness of DGBL improved over the course of the 5-week study. The study concluded that DGBL is a viable tool that can be successfully integrated into regular math instruction and have a positive impact on middle school students' ability to learn and/or retain new math information.

The adoption of new technologies in K-12 classrooms usually generates claims about their effectiveness, but in many cases, these claims are not carefully studied. Furthermore, conclusions drawn from effectiveness studies generally focus on technologies as the sole responsible factor for such effectiveness, without considering other factors and conditions. Through an integrative review, this study evaluated and critiqued the current status of K-12 digital game-based learning (DGBL) to determine the implications and limitations of these effectiveness claims, as well as problems when conducting this type of research. In addition, this study explored factors and conditions, beyond the digital game, that could have had an impact on effectiveness. Findings from this study can provide teachers and researchers a guide to effectively implement and research DGBL in K-12 classrooms, as well as conceptual classifications of factors and conditions that could play an important role when adopting digital games in instruction. / Doctor of Philosophy / It is common that when new technologies are used in instruction, claims in favor of such technologies are made. However, in many instances, there is not enough or sound evidence to support these effectiveness claims. For this reason, this study has been conducted with the goal of evaluating and critiquing what has been empirically studied so far in K-12 digital game-based learning (DGBL) to determine the extent of these effectiveness claims. In addition, this study has identified research problems and flaws that have been found in empirical studies and how they can be avoided. Furthermore, this study paid close attention to factors and conditions, besides the actual digital game, to determine if they played a role on effectiveness. Finally, a research agenda has been included in this study to fills existing gaps in K-12 DGBL and to guide researchers and teachers when conducting research and adopting digital games in the classroom.

As a teaching approach, digital game-based learning (DGBL) has grown in popularity and can positively influence students' motivational perceptions in difficult subjects, such as mathematics. DGBL has the capability to provide immediate feedback to students that can impact their results and experiences during gameplay; specifically, research studies have supported the conclusion that immediate feedback featured in DGBL can positively influence elementary students' self-efficacy and motivation related to DGBL gameplay. However, few studies have investigated the specific types of immediate feedback featured in DGBL within elementary mathematics. The purpose of this qualitative study was to investigate how different types of immediate feedback (i.e., destination, corrective, and explanatory) featured during DGBL use in mathematics influence elementary students' self-efficacy and motivation for gameplay. This study involved fifth grade students interacting with a digital game and being interviewed individually to elaborate on their perceptions regarding how feedback featured in DGBL influenced their self-efficacy and motivation. Findings from this study suggest the importance of DGBL immediate feedback as results indicated a positive change in both self-efficacy and motivation among students. / Doctor of Philosophy / Digital game-based learning (DGBL) is a teaching method used to enhance learning that is facilitated by the use of a digital game. DGBL provides students with opportunities to interact with virtual worlds that incorporate educational content with the goal of engaging learners in all subjects. A challenge for educators is to select digital games that motivate students to engage in difficult subjects, such as mathematics. The articles here seek to better understand how DGBL can potentially influence elementary students' motivation, engagement, and assist elementary educators' future instructional decisions implementing DGBL in an elementary mathematics setting. The study investigated how different types of immediate feedback (i.e., destination, corrective, and explanatory) featured during DGBL use in mathematics influence elementary students' self-efficacy and motivation for gameplay. Research featured in both articles indicated the importance in understanding how different motivational factors can affect students' motivation during DGBL use, and how an increased motivation can lead to increased engagement, which can lead to increased learning.

Interest in the use of digital games in education has been increasing over the past few decades. Advocates argue that digital games are powerful learning tools with the potential to support increased motivational, cognitive, behavioural, affective, physiological and social outcomes. However, empirical evidence for their effectiveness is mixed. Research has focused primarily on measuring the effect of games on learning in researcher-controlled experiments, whilst relatively less attention has been paid to the role of teachers. The thesis addresses the research gap by investigating how teachers in Swedish compulsory and upper secondary schools use digital games on their own initiative and how they develop their competencies. It also considers the challenges they face. Data from in-depth qualitative interviews and a mixed method survey are used to investigate the research questions. Both the data collection and analysis have been informed by activity theory. This is also used to problematise the adaptation of digital games as teaching and learning tools. In addition, the analysis explores teachers´ self-reported activities in relation to their disposition towards digital games. The findings show that a diversity of digital games and gamification tools have found a foothold in Swedish classrooms. The participating teachers are interested in introducing and further developing digital game-based approaches, though there are limitations in their use of gaming resources and the extent to which they can leverage these to achieve educational outcomes. The research identifies and discusses four general categories of teachers: non-game users, sceptics, curious adopters and advanced adopters. Results indicate that the more positive disposition of game-using teachers tends to be related to a higher level of pedagogical integration, a greater variety of game use, and a wider range of educational outcomes, as well as an interest in professional development. Digital game-based learning is often understood as the use of gamification tools in the form of quizzes, whereas complex games and longer gameplay are less typical. Whilst most teachers agree on the motivational benefits of digital games, not as many perceive them as effective in teaching new knowledge and cognitive skills. The introduction of digital games is hampered by the lack of access to relevant and good-quality products, financial resources, preparation time and adequate technology, as well as contextualised and flexible forms of professional development. These challenges hint at deeper issues with preexisting education structures. Future research should have a twofold focus: the development of adequate game resources that can support collaborative forms of learning and higher-level skills, and flexible and contextualised competence-development solutions for teachers which are relevant to their needs. The thesis contributes to the current literature by mapping the landscape of digital game-based learning in Swedish compulsory and upper secondary schools. It provides a nuanced understanding of the perspectives of teachers on digital game use and the opportunities and challenges presented by digital game-based learning.

The purpose of this study is to examine perceptions regarding digital game-based teachingand the extent to which teachers of English in Sweden have been prepared to use thisapproach. The basis for this study is the research on the effects of digital games for language learning and the perceived lack of the incorporation of these in teaching, creating a gap between student interests and teaching methods. Therefore, this study investigates the approach of teacher educators who are involved in the design of teacher training programs, as well as the perceptions of in-service teachers at secondary and upper secondary schools in Sweden. In-depth interviews and an online questionnaire were used to gather relevant data. The findings show that all teacher educators who were interviewed found digital game-based teaching to be a relevant approach, but they noted that it is not incorporated in their teacher training courses to a sufficient extent. Additionally, the great majority of in-service teachers did not perceive that they received any education on how to use digital games or game elements in their teaching, while most of them found it to be relevant and had used it to some extent. These results would indicate that digital game-based teaching should be integrated to a greater extent in teacher training programs, and steps should be taken to ensure that current research on the topic reaches the teachers out in the field.

The aim of the present study is to examine two pupils’ interaction when playing the language learning game Sweet City together on tablet. The game is used for teaching Swedish as a second language and it is designed as an adventure game. Special interest is focused on how the pupils use the opportunities for translating labels into other languages, a function built into the game. Translanguaging, that is, how the pupils’ assembled linguistic resources benefit them in the game, is another focus of the study. The method used was observation, with filming of the pupils´ playing. The material was then analysed with the aid of the Exchange Structure Model. The result showed that playing video games leads to a context-linked conversation with many short exchanges. The pupils are engaged in the game and the cooperation that is required to make progress in it. The pupils take advantage of the potential to translate the game dialogue, but the concrete consequences of that are not clearly detectable.