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

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jean Ispa and Dr. Duane Rudy. Vita. Includes bibliographical references.

Thesis (Ed.D.)--University of Delaware, 2005. / Principal faculty adviser: Christopher M. Clark, School of Education. Includes bibliographical references.

Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains xi, 90 p. Includes bibliographical references.

Thesis (M.B.A.)----University of North Carolina Wilmington, 2008. / Title from PDF title page (viewed May viewed May 28, 2009) Includes bibliographical references (p. 35-37)

Educational video games have proven a useful tool for educators, offering experiential pedagogy in a variety of fields. Predicting the success of a video game in engaging students and motivating them to work with relevant material is problematic. One approach was attempted through administering the Myers-Briggs Personality Type Indicator to 42 high school students and observing subsequent voluntary performance on a popular mathematics video game throughout one semester. Game dynamics matching certain personality elements of the students generally correlated between learning preferences in the classroom and in the online gaming environment. Students who enjoyed group dynamics in classroom settings likewise indicated enthusiasm for the group dynamics in game play. Those students preferring structured learning environments may prefer less open ended virtual learning gaming environments. Since the game incorporated multiple choice questions and rewarded correct choices made quickly, those students with personality styles in which questions are carefully considered before answering suffered in points scored compared to those used to making fast intuitive choices in exam settings. Additional studies, including those with larger populations and different types of video games, are needed for more definite conclusions.

Thesis (Masters) -- The College of Saint Elizabeth, 2010. / Typescript. Available at The College of Saint Elizabeth - Office of Graduate Programs. "March 2010"