M.Ed. (Subject Didactics) / The focus in this study is on roleplay as a technique for second language education, wi the specific reference to oral communication. The field study as well as the theoretical framework is placed against the background of Communicative Language Teaching (CLT) as language education approach or; The theoretical research encompasses role-play as Anthropological phenomenon and especially also as a didactic principle. This framework is complemented by a brief exposition of LT as language education paradigm. The field work is based on qualitative observation. The researcher had participant observation st.atus at a school for a month. A multi-faceted analysis of two oral communication lessons were made. The qualitative observation is triangulated with structured interviews (questionnaire type), open-ended interviews, document analysis as well as structured systematic analysis of two recorded lessons. It was found that there was a significant difference in interpersonal social language usage in the two lessons. The lessons in which role-play was implemented as a technique showed a qualitative increase in language production. It is to be concluded that role-play accommodates oral communication in second language context meaningfully as a mode of pedagogic discourse, supported by a simulated naturalistic milieu.

Nous nous intéressons au problème de la spécification du séquencement des actions dans un environnement virtuel collaboratif. Il s’agit de définir puis de contrôler ce qui peut ou doit se passer au cours de la simulation dans un contexte potentiellement multiutilisateur. Ceci passe, entre autres, par la spécification (puis l’exécution) d’un ensemble de scénarios possibles lors d’une session de simulation ainsi que par la distribution des actions réalisables entre les différents acteurs (réels ou virtuels) intervenant dans la simulation.Nous présentons #SEVEN, un modèle fondé sur les réseaux de Petri, permettant de décrire des agencements temporels et causaux des actions dans un environnement. #SEVEN est ensuite utilisé pour répondre aux problèmes de la spécification de l’ensemble des scénarios possibles et de la distribution des actions entre les acteurs. Les propriétés de #SEVEN en font un modèle capable de s’adapter facilement aux besoins de la spécification de scénarios notamment, car il permet de fournir différents niveaux de guidage. Il peut par exemple définir précisément les actions à réaliser et l’ordre qu’elles doivent avoir ou encore indiquer les changements d’état de l’environnement devant avoir lieu sans préciser les actions nécessaires. Ensuite, nous abordons le problème de la distribution des actions en proposant un modèle d’équipe permettant de modéliser les comportements et règles liés à l’organisation d’un groupe d’acteur. Ce modèle permet de faire évoluer les possibilités d’action offertes aux acteurs au cours de la simulation suivant leurs compétences, leur position dans l’équipe, les ressources auxquelles ils ont accès. / We are interested in the problem of the specification of the sequencing of actions in collaborative virtual environments. It is about defining, then controlling what must or can occur during the simulation in a potentially multi-user context. It is done, partly by the specification (and the execution) of a set of possible scenarios during a simulation session, and partly by the distribution of the feasible actions between the different actors (reals or virtuals) in the simulation.We present #SEVEN, a Petri nets based model, allowing to describe causal and temporal sequencing of actions in an environment. #SEVEN is then used to answer to the problem of the specification of the possible scenarios and of the distribution of the actions between the actors. #SEVEN’s properties made it a model able to be adapted to the needs of the specification of scenarios, especially because it can provide different guidance levels. As an example, it can define precisely the actions that need to be performed or indicates the changes that must occur in the state of the environment without defining precisely the actions to perform. Then, we address the problem of the distribution of the actions from perspective of the role theory, proposing a team model allowing to model the behaviours and rules related to a group of actors. This model allows to make evolve the possibilities of actions offered to the actors during the simulation depending on their abilities, their position in the team or the resources they have access to.

After systematically using educational games in three secondary English classes over a one-year period, this project documents the effectiveness of games by analyzing students' opinions. Surveys were used to determine the perceptions of 150 students about the actual games used in their classes. Some examples of effective games are also given.

The ability to design controlled, unconfounded experiments in order to test hypotheses via the Control of Variables Strategy (CVS) is fundamental to all scientific reasoning and inquiry, considered a cornerstone of critical thinking as a whole which enables individuals to make valid causal inferences (Kuhn, 2005a). CVS is considered so crucial to science and science education, in fact, that various scientific and governmental agencies a have begun including it in student curricula, such as the Framework for K-12 Science Education (National Research Council, 2012), Benchmarks for science literacy (American Association for the Advancement of Science, 1993), and the Next Generation Science Standards (NGSS; NGSS Lead States, 2013). However, despite its unique power and flexibility as a cognitive tool and its centrality to the entire architecture of scientific inquiry, most children do not spontaneously develop use of CVS without some form of instruction or scaffolding. According to the National Academy of Sciences (1995), students of various ages still have difficulty manipulating variables and conceptualizing controlled experiments. Thus, a significant amount of research effort has gone into the examination of the circumstances under which the learning and transfer of CVS is best supported. One such avenue has been within the realm of embodied cognition. Embodied cognition is a concept in Cognitive Science which suggests people create mental perceptual simulations of concepts in order to understand them (Barsalou, 2004; Morrison and Tversky, 1997; Martin, 2007). In the realm of CVS research, the computerization of instructional and assessment materials has met with some success. Klahr, Triona, and Williams (2007), for example, found virtual training tasks in CVS to be equally effective as training tasks with real physical equipment, a result replicated by Smetana & Bell (2012), as well as Triona & Klahr, 2003). Nonetheless, even in these studies, the virtual tasks undertaken by students appear to largely be an extension of a classroom lecture, merely replicating the experience of a physical task without taking advantage of the more unique qualities of the medium. Black (2014) found strong evidence for the potential of video games as perceptually rich grounding environments for embodied learning. Further, significant literature exists establishing the beneficial impacts of game-based learning on motivation and engagement (e.g. Rigby & Przybylski, 2009; Cordova & Lepper, 1996; Malone, 1981). This study combines these two streams of research by investigating the impact of an interactive simulation game on scientific reasoning skills, specifically effective use of CVS. It seeks to know the impact of game-based learning on scientific reasoning skills and engagement with science, as well as whether structured or unstructured access to an interactive narrative simulation game has a differential impact on immediate learning and retention after a delay following formal instruction. Students were randomized into three groups—two with unstructured and structured access to the game and a control group and given tests of scientific reasoning at baseline, immediately following the training phase, and a week thereafter. They then took two surveys on their science engagement and game experience, the latter of which also included submitting a record of their thoughts and reactions while playing the game. The study found significant effects of group on all measures, with the game groups outperforming the control, and the unstructured group showing the strongest performance in the post-study test while the structured play group performed the most poorly in the retention test. The unstructured group also showed the highest level of intrinsic motivation, as well as higher self-determination and self-efficacy than the structured playing group in the science engagement survey. The dissertation begins with an establishment of a theoretical framework and literature review before going on to discuss the study and game design in detail. Results and implications are discussed in depth.

The purpose of this research was to take the first steps in the creation of a simulation game, tailored for the needs of ISE-5204 Manufacturing Systems Engineering, that will provide students with the opportunity of applying their knowledge in realistic situations. The needs of ISE-5204 were established based on the course material and on interviews with appropriate faculty members. A game review showed that there is not a game available which combines all of the characteristics desirable to fit these needs. Therefore the a new simulation game is needed for use in the course. This research developed a simulation game framework, unique in driving a strategic business type game by low level production decisions. The framework consists of three components: conceptual, organizational and structural framework. The conceptual framework is based on a competitive game with a multiproduct environment, with operational decisions being the driving force. The organizational framework specifies that periodic decision are made by competing student companies and input into the game for production simulation and generation of status reports. The structural framework specifies that a discrete, next event simulation model of shop floor operation is used to model the production system and create output reports. A prototype model demonstrated the feasibility of running a high level strategic game by low level production modeling. Three competing companies were simulated for three production periods. Each company made decisions that were representative of a different strategy. Simulation outputs were indicative of the behavior characterized by the company decisions and inputs. / Master of Science

Based on the specificity of educational technology research, "Development Research Method" was adopted as the methodological framework in the whole study. Under this framework, a mix of qualitative and quantitative methods was employed for data collection and analysis, including the knowledge pre- and post-test, generic-skill test, perception survey, in-depth interviews as well as artifacts of students' reflective journals, reports and game-playing records. All of these intensively focused on investigating students' and teachers' perceptions, students' learning motivation, behaviors, effectiveness with respect to the VISOLE approach and researching the design strategies for situated educational games. / Designed to make use of the immense power of World Wide Web (WWW) and facilitate a paradigm shift in education, VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a new game-based situated learning paradigm which aims to enable student-centered learning taking place in a game-based interactive virtual environment. Briefly speaking, the VISOLE approach is composed of 3 phases in which students have to (Phase 1) preliminarily acquire some high-level knowledge in specific subject domains through teachers' scaffolding; (Phase 2) actively participate as a game character in a game-based virtual interactive environment to construct knowledge and skills from their near real-life game-play experiences; (Phase 3) reflect and generalize their game-based learning experiences through teachers' debriefing. / In accordance with the philosophy of "Development Research Method", the theoretical context and the research findings, besides developing and further enhancing the VISOLE approach, a framework for designing constructivist situated educational games was also theorized in the present study. / In spite of the research limitation in the present study, I believe that the issues explored, the proposed educational-game design strategies and the research methodological innovation discussed are vital references for the researchers, teachers and educational-policy makers in designing, researching, applying as well as considering and making related educational policies in the area of game-based learning. / In the present research, most of the teachers and students were basically positive towards VISOLE, Farmtasia as well as the respective learning resources. It was empirically found that most of the students were much motivated during the entire learning process, in conducting active learning, collaborative learning and inquiry-based learning. Moreover, it was also found that after the VISOLE process, the students gained their self-constructed subject knowledge, enhanced generic skills for problem solving and improved non-intelligent skills, particularly in terms of attitudes and emotions. / Under the present theoretical context of learning, digital games and game-based learning, this dissertation exploited and reinforced the VISOLE learning paradigm. It also delineated the design and development of the first VISOLE game---"Farmtasia" and presented the empirical research on investigating the educational realization and accomplishment of VISOLE. / 尚俊傑. / Adviser: Fong Lok Lee. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0495. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 516-536). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Shang Junjie.

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

Thesis (M.A.)--Naval Postgraduate School, 2004. / Title from title page of source document (viewed on April 23, 2008). Includes bibliographical references (p. 105-113).

This research has undertaken two key mandates. One was to develop modifications to the African Catchment Game (ACG), a role playing simulation game, in order to simulate rainfall and water management processes representative of the southern African context. The other was to understand what, if any, learning associated with water management issues had taken place as a result of playing the ACG. The modification process took the form of an action research process. The initial modifications were trialed with South African students as part of their undergraduate Geography course offered at Rhodes University, South Africa. Subsequent modifications were implemented over a five month period with three diverse participant groups, namely Finnish, American and South African participants. An interpretive research orientation was employed in order to analyse both the qualitative and quantitative data that was generated. Pre- and Post-Game Questionnaires were used in order to identify the learning and understanding which the participants constructed as a result of playing the ACG. The Chi-Square Test was also applied to each of the pre- and post- questions to establish statistical significance. Subsequent analysis of these questions identified and traced patters and trends associated with learning and understanding across the three game runs. This research study draws on social constructivism and experiential learning as the dominant education theory that underpins it. Results revealed that for all three game runs learning took place. Participants identified dominant themes and environmental dimensions both before and after playing the ACG. The analysis of these responses indicated a deeper awareness of water as a contributing factor for sustainable economic development while the game runs enabled the researcher to adjust the water availability within each game run until rainfall and water management processes representative of a southern African context were successfully simulated in the last game run.

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated, contextualized, and authentic learning experience for students. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. The purpose of this study was to evaluate the effectiveness of the design of the GVP as a capstone experience. The research design follows a qualitative case study approach to gather and analyze data collected from the instructors and students participating in the pilot implementation of the GVP. Results of the study show predominantly favorable reactions to various aspects of the course and its design. Students reported to have learned the most through interactions with peers and through applying and integrating knowledge in developing the alternate reality game that was the central problem scenario for the course. What students demonstrated to have learned included knowledge construction, social responsibility, open-mindedness, big picture thinking, and an understanding of their relationship to the larger society and world in which they live. Challenges that resulted from the design included the amount of necessary to build consensus and then develop an overarching game concept, the tension between guided and directed instruction, and the need to foster greater interdependence among students while encouraging them to become more self-directed.