The purpose of this study was to design games by referring to multiplication and division units, then through a pilot test and modification and integrating modified games in mathematics teaching for elementary third graders, so as to investigate the performance and learning attitude of students and to analyze the advantages and disadvantages in the teaching processes. Results indicated that the children made progress in multiplication and division computation and behaved positively on learning attitude. Meanwhile, the cooperation and team spirit were enhanced and a closed and warm relationship between teachers and students was established. In the end, regarding the curriculum and activities design, the researcher made some recommendations. They are: integration of life experience of children, blend into various characteristics of games, good control of classroom order and time. The above results yielded instructional implications for teachers who consider integrating games into mathematics instruction for elementary school children in future.

<p>Detta arbete har som syfte att undersöka om emotionell inlärning har någon effekt på faktainlärning i ett informativt dataspel om Röda Korsets vattendistribution i DR Kongo.</p><p>Det föreslås i arbetet att dataspel kan dra nytta av emotionella företeelser såsom fotografier, ansiktsuttryck och dylikt för att förstärka och ge en bättre bestående faktainlärning.</p><p>En spelprototyp om Röda Korsets vattendistribution produceras i två versioner, en med emotionella och en med neutrala företeelser och testas sedan på varsin grupp med 10 andraringselever i varje. Eleverna får besvara ett frågeformulär direkt efter spelandet och en gång till två veckor senare för att undersöka hur hög inlärningen varit.</p><p>Inget slutgiltigt resultat kunde utvinnas ur undersökningen, då skillnaderna mellan de två grupperna av elever samt storleken på grupperna (10) var för små för att ge några statistiskt signifikanta resultat. Dock hävdas det att skillnaden till den emotionella versionens fördel, ändå ger en indikation som motiverar en större studie för att slutgiltigt fastställa ett resultat.</p>

Thesis (Ph.D.)--Liberty University, 2009. / Includes bibliographical references.

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Barbara A. Fritzsche. Includes bibliographical references (p. 136-150).

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Education." Includes bibliographical references (p. 209-216).

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 39-45).

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 Nevada, Reno, 2007. / "August, 2007." Includes bibliographical references (leaves 104-108). Online version available on the World Wide Web.

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

Thesis (Ph.D.)--Western Michigan University, 2007. / Adviser: R. Wayne Fuqua. Includes bibliographical references.