Linking educational theories with an empirical study, using an art related simulation-game, was the intent of this thesis. These educational theories involved retention of content matter, student motivation, simulation-gaming and art education. The importance of the project was directly related to the advantages of simulation-gaming. Research has suggested that students have been more motivated to learn, enjoy learning more and retain more content information as simulation-games have been brought into the classroom. Empirical data was collected as a simulation-game entitled "Investigation Simulation" was enacted with sixth grade students. A sequence of surveys was given to measure knowledge, enjoyment and retention. These consisted of a pre-test, a post-test and a delayed post-test. The results suggested (1) Students participating in the simulation-game were more actively involved in learning, (2) their retention of content matter was raised.

Dissertation (Ph.D.)--Auburn University,2008. / Abstract. Vita. Includes bibliographic references (p.111-133).

Digitized by Kansas Correctional Industries

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Michael Proctor. Includes bibliographical references (p. 203-213).

Thesis (Ed.D.)--University of Tulsa, 1971. / Bibliography: leaves 43-45.

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

Thesis (DR. P.H.)--University of Michigan.

Thesis (M.F.A.)--Rochester Institute of Technology, 1982. / Typescript. Includes bibliographical references (leaf 45).

Thesis (DR. P.H.)--University of Michigan.

Thesis (M.S.)--Worcester Polytechnic Institute. / Keywords: Intelligent Tutoring Systems; Machine Learning; Behavior; Learning. Includes bibliographical references. (p.49)