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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

The effectiveness of a consumer buying simulation game for foods at the secondary level

Schuler, Barbara Lee Howell, January 1969 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The effectiveness of NEWSGAME as an educational tool in the teaching of current events.

Zakrasek, Mary Margaret. January 1989 (has links)
The purpose of this study was to determine if an educational tool such as NEWSGAME affects students' learning about current events. To determine the effectiveness of this game, an end-of-year post-test was given to the following groups: (1) students that played NEWSGAME regularly; (2) students that played NEWSGAME occasionally; (3) students that never played NEWSGAME. In addition, demographic data such as age and sex was analyzed to determine if differences in knowledge of various current event categories existed among these groups. A survey measuring students' opinion of NEWSGAME was also collected. This study involved the participation of 350 students in 11 social studies classrooms. Of the total sample, there were 183 males and 157 females. Ten cases were not identified. The students ranged in age from 11 to 19 with the majority being 12-15 year-olds. Instrumentation consisted of a Current Events Questionnaire composed of 81 questions covering 14 areas of international, national and state issues. These consisted of multiple choice and fill-in-the-blank statements. The data analysis indicated that students who played NEWSGAME regularly scored higher than those who played occasionally. Those who played NEWSGAME occasionally scored higher than those who never played NEWSGAME. Males were found to score higher than females whether NEWSGAME was played regularly or in the occasional/none category. Students over the age of 14 who played regularly scored higher than students under the age of 14. An unusual finding was that students under the age of 14 who played occasionally or not at all scored better than students over age 14 who played occasionally or not at all. Overall, it can be concluded that the NEWSGAME experience was most beneficial for males who were older than 14 who played the game regularly. In response to the question whether students liked or disliked NEWSGAME, 91% indicated they liked this educational tool.

The effect of a non-simulation game on college students' ability to identify selected persuasion techniques employed in the advertising of health products : a pilot study /

Yeakle, Myrna Anne January 1975 (has links)
No description available.

The use of filmmaking techniques in teaching about film : a study of film games at the university level /

Semsel, George Stephen January 1982 (has links)
No description available.

The All Squirrel Band

Lovelady, Gennetta E. January 2006 (has links) (PDF)
Thesis (M.S.C.I.T.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on May 25, 2006). Includes bibliographical references.

The universal gameboard

Johnson, Barbara Jean, January 1971 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The exploration of the nature of learning experiences using simulation games as revealed by verbal behavior /

Feldmiller, Ilajean January 1971 (has links)
No description available.

What is it like to experience sound while playing educational games? : an interpretive phenomenological investigation

Rosenblum, Jason Allen 09 February 2015 (has links)
I took an interpretive phenomenological approach to examine what it is like to experience sound while playing educational games. I asked six people to play three educational games, for a total of 18 interview sessions. I analyzed 603 pages of interview transcripts and 22.68 hours of video recording using phenomenological research techniques to derive. I used NVivo to identify and code 1,738 meaning units across the three games studied. I organized these meaning units into related clusters and identified constituents of meaning for each game studied. I derived 27 constituents of meaning for Fate of the World, 22 constituents of meaning for Hush, and 27 constituents of meaning for Salamander Rescue. I wrote textural-structural descriptions to describe participant experiences in each game and performed imaginative variation to further provide a context to describe participant experiences. From these results, I derived essential meanings to situate a discussion about sound in each of the games studied and I discussed eight essential meanings that were shared across the three games studied. According to my analysis of these participants’ responses, sound conveyed a sense of the game’s interface in addition to the environment in which play was situated. Sound also supported the presentation of characters in the game and worked to communicate the game’s narrative to the player. Music in the games studied helped to provoke thought and also conveyed an emotional context for play. Sound supported players’ overall engagement in these games, but the absence of sound removed this engagement. Critically, people noticed when the visuals that they saw did not match the sounds that they heard. I present an applied phenomenological framework for sound in educational games to illustrate these essential meanings and to reflect how participants’ experiences were affected by the ways they used game interfaces, interacted with game characters, experienced game narrative, and described the game’s environment. This framework further illustrates the possibility space for potential experiences of sound in gameplay as determined by the choices players make, the game’s state of play, and the degree of synchresis present between what players hear and what they see as they play. / text

Educational Games for Teaching Computer Science

Gibson, Benjamin Ian January 2013 (has links)
Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the students learn from playing educational games. The current work in this field does not seem to be particularly cohesive, so there is no clear idea of what has already been done, and what works. The focus of this thesis is to provide a clearer picture of the range of games available for teaching Computer Science, and to provide guidelines for designing and evaluating them. The first and primary part of the thesis was to find and provide detailed information on as many of the existing educational games that teach Computer Science as possible. An extensive search was performed, and 41 games were found. From these it can be seen that while a few topics, mainly binary and introductory programming concepts, have sufficient coverage, most topics in Computer Science have barely been touched. Of the games for teaching Computer Science that were found, most were available online, at no cost, and only required a short time investment to play. The second part of the thesis focuses on growing the number of games that could be used for teaching Computer Science. This is achieved by providing guidelines on producing new work, and an example game is produced to test the guidelines.

Game on the impact of game features in computer-based training /

DeRouin-Jessen, Renée E. January 2008 (has links)
Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Barbara A. Fritzsche. Includes bibliographical references (p. 136-150).

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