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.

Thesis (Ph. D.)--University of New South Wales, 2000. / Also available online.

Thesis (Ed. D.)--University of Technology, Sydney, 2003.

Thesis (EdD) -- Australian Catholic University, 2005. / Submitted in partial fulfilment of the requirements for the degree of Doctor of Education. Bibliography: p. 222-240. Also available in an electronic version via the internet.

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Atsusi Hirumi. Includes bibliographical references (p. 180-185).

Thesis (M.A.)--Ball State University, 2008. / Title from PDF t.p. (viewed on Sept. 08, 2009). Includes bibliographical references (p. 17-19).

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 119-131). Also available on the World Wide Web.

Orientador: Thaís Cristina Rodrigues Tezani / Banca: Luciana Ponce Bellido Giraldi / Banca: Eliana Marques Zanata / Resumo: As Tecnologias digitais da Informação e Comunicação (TDIC) influenciam o cotidiano e formação das pessoas, modificando comportamentos e estilos de vida. Mudanças longitudinais também são percebidas na escola, principalmente quanto aos modos de aprender, pensar, sentir e agir da geração contemporânea. Assim, o uso das TDIC, entre elas os jogos digitais no espaço escolar, poderá viabilizar o desenvolvimento de conteúdos e habilidades necessários aos anos iniciais do ensino fundamental. Partindo da problemática, de como aproximar os processos de ensino de aprendizagem de forma que atenda a demanda das novas gerações fascinadas em jogos digitais, a presente pesquisa apresenta um protótipo de jogo digital como alternativa/ ferramenta/recurso para auxiliar o desenvolvimento do Sistema de Escrita Alfabético (SEA) no ciclo da alfabetização que contemple o lúdico e os elementos estruturais dos jogos digitais como: regras, metas, resultados, feedback, conflitos /competição/ desafios/oposição, interação, representação ou enredo. Dessa forma, o trabalho, pretende contribuir com os processos de ensino e aprendizagem, especialmente, o desenvolvimento do SEA no ciclo da alfabetização. Para tanto, apresenta o protótipo do jogo digital "Pirata Pirado" fundamentado teoricamente nos pressupostos socioconstrutivistas; em concepções sobre o desenvolvimento da escrita na idade escolar; no conceito de diferentes letramentos e em teóricos defensores da aprendizagem baseada em jogos digitais que disc... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The digital Information, Communication and media Technologies (ICT) influence daily life and formation of people, modifying behaviors and lifestyles. Longitudinal changes are also perceived at school, mainly regarding the ways of learning, thinking, feeling and acting of the contemporary generation. Therefore, the use of ICT such as the digital games at school, may enable the development of contents and skills required for the early years of elementary school. Starting from the problem of how to approach learning and teaching processes in a way that answers the demand of new generations fascinated in digital games, this research presentes a digital game prototype as an alternative resource to help the development of the Alphabetical Writing System (AWS) that contemplates the playfulness and the structural elements of digital games, such as: rules, goals, results, conflicts/ competition/ challenges/ opposition, interaction, representation or plot. Therefore, this research intend contribute to teaching and learning processes, especially development of AWS of literacy. This research presents the digital game prototype "Pirata Pirado", theoretically grounded on socio constructivist; on development of writing at school age; on discussion about different literacies; on the use of games in the educational process. To achieve the purpose, we outline as goals: 1) conduct a bibliographic survey to identify and analyse academic productions; 2) identify the features of digital games that... (Complete abstract click electronic access below) / Mestre

Quality daily physical education is a necessary ingredient in the lives of elementary school children. Daily physical education has been supported by Secretary of Education, William T. Bennett, the U.S. Congress, the American Medical Association, successful programs in France, Canada, and Australia, and extensive educational research. Its inclusion in elementary curricula is commonplace. In fact, in the state of California, the teaching of physical education at the elementary level is mandated by law. / Master of Science

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