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

This study sought to identify factors that optimize individual and collaborative cognitive processing in complex learning environments. Across two laboratory sessions, the effects of manipulating instructional sequence delivery (high cognitive load vs. low cognitive load) of a simulation-based game and learning condition (individual vs. collaborative) were examined on retention and transfer of instructional content. The instruction was a set of tutorials for preparing novice students to use Aspire, a simulation-based game, developed by Cisco, that teaches entrepreneurial and computer networking skills within the industry of information technology. An instructional sequence by learning condition interaction was found on transfer, but not retention, measures. For delayed transfer performance, individuals who received high load instruction experienced cognitive overload that exceeded their cognitive capacity. Collaborative students were able to collaborate with each other in a way that reduced the high cognitive load imposed by the instructional sequence; thus, they were able to process the instructional content across their collective working memory. Individual students were not able to reduce the cognitive load imposed by the instructional sequence; thus, they had less working memory capacity for processing the instructional content. Collaborative students who received the low load instruction also demonstrated lower motivation than those who received high load instruction. Taken together, these findings support the notions of individual and collective working memory processing differences. This study holds implications for leveraging technology to design learning environments that aid students in attaining collaborative skills and knowledge needed for the 21st century. / text

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).

Nesta pesquisa, abordamos uma perspectiva para o uso de jogos de Role Playing Game como recurso nas aulas de matemática. Foi implantado e avaliado o uso do jogo de RPG em turmas regulares de Ensino Médio, com a temática de investigação de casos criminais, buscando verificar quais são as vantagens e quais as dificuldades possíveis ao seu uso como recurso pedagógico na aprendizagem de matemática. As análises foram realizadas considerando a teoria construtivista de Piaget sobre o trabalho cooperativo em sala de aula e sua importância para a aprendizagem. Ao final, apresentamos pontos que devem ser considerados para a implantação de jogos de RPG por professores, além de disponibilizar, como produto final da pesquisa, um sistema de RPG com enfoque à aplicação em sala de aula. / In this research, we address a perspective for the use of Role Playing Games like a resource for mathematics teaching. Was implemented and evaluated the RPG game use in regular high school classes, with the criminal scene investigation cases theme, trying to verify the advantages and what the possible difficulties from its use as a teaching resource in mathematics learning. The analyzes were performed considering the constructivist theory from Piaget of cooperative work and his importance for learning. Finally, we present the elements to be considered for the implementation of a RPG game by the teachers and, in addition to providing, the final product of the research, a system of RPG with a focus on implementation in the classroom.

Nesta pesquisa, abordamos uma perspectiva para o uso de jogos de Role Playing Game como recurso nas aulas de matemática. Foi implantado e avaliado o uso do jogo de RPG em turmas regulares de Ensino Médio, com a temática de investigação de casos criminais, buscando verificar quais são as vantagens e quais as dificuldades possíveis ao seu uso como recurso pedagógico na aprendizagem de matemática. As análises foram realizadas considerando a teoria construtivista de Piaget sobre o trabalho cooperativo em sala de aula e sua importância para a aprendizagem. Ao final, apresentamos pontos que devem ser considerados para a implantação de jogos de RPG por professores, além de disponibilizar, como produto final da pesquisa, um sistema de RPG com enfoque à aplicação em sala de aula. / In this research, we address a perspective for the use of Role Playing Games like a resource for mathematics teaching. Was implemented and evaluated the RPG game use in regular high school classes, with the criminal scene investigation cases theme, trying to verify the advantages and what the possible difficulties from its use as a teaching resource in mathematics learning. The analyzes were performed considering the constructivist theory from Piaget of cooperative work and his importance for learning. Finally, we present the elements to be considered for the implementation of a RPG game by the teachers and, in addition to providing, the final product of the research, a system of RPG with a focus on implementation in the classroom.

Nesta pesquisa, abordamos uma perspectiva para o uso de jogos de Role Playing Game como recurso nas aulas de matemática. Foi implantado e avaliado o uso do jogo de RPG em turmas regulares de Ensino Médio, com a temática de investigação de casos criminais, buscando verificar quais são as vantagens e quais as dificuldades possíveis ao seu uso como recurso pedagógico na aprendizagem de matemática. As análises foram realizadas considerando a teoria construtivista de Piaget sobre o trabalho cooperativo em sala de aula e sua importância para a aprendizagem. Ao final, apresentamos pontos que devem ser considerados para a implantação de jogos de RPG por professores, além de disponibilizar, como produto final da pesquisa, um sistema de RPG com enfoque à aplicação em sala de aula. / In this research, we address a perspective for the use of Role Playing Games like a resource for mathematics teaching. Was implemented and evaluated the RPG game use in regular high school classes, with the criminal scene investigation cases theme, trying to verify the advantages and what the possible difficulties from its use as a teaching resource in mathematics learning. The analyzes were performed considering the constructivist theory from Piaget of cooperative work and his importance for learning. Finally, we present the elements to be considered for the implementation of a RPG game by the teachers and, in addition to providing, the final product of the research, a system of RPG with a focus on implementation in the classroom.

The purpose of this non-positivistic mixed-methods study is to examine parental attitudes towards the use of computer and video games in their child’s classroom and to investigate how the sociocultural contexts in which parents live affect those attitudes. The research was conducted using a mixed-methods triangulation design, including both quantitative and qualitative techniques. First, the study tried to identify which groups of parents were better positioned to accept and support digital game-based learning and which groups were less likely to have a positive attitude toward integrating digital games into the classroom. This study tried to determine if socioeconomic status, age, education level, and/or cultural background could serve as a predictor of parental attitudes toward digital game-based learning. Second, the study tried to recognize how social and cultural contexts in which parents live affect their attitudes toward digital games in the classroom. Many researchers agree that parents play an important role in students’ and eventually, educators’ attitudes toward gaming. It has been argued that if parents accept a certain non-traditional (digital) learning tool, then their children would most likely have a similar attitude toward it. Parents might be the support system that educators need in order to ensure that students are able to see the educational value of video games and are willing to think critically and draw connections between what they learn in a gaming environment and core subject areas.

There is some debate about the most effective and least controversial means of sex education in schools. In several states, state law does not require education about Sexually Transmitted Diseases and Human Immunodeficiency Virus Infection/Acquired Immunodeficiency Syndrome (STDs and HIV/AIDS.) There is also debate about the effect and pervasiveness of sexual situations in video games and its effect on the healthy sexual development of adolescents. This research therefore aims to try to solve these two problems and answer the following question: Is it possible to represent sex in a more realistic and educational way through a video game while teaching more medically accurate and necessary information? The completion of this study will be able to provide some insights on the feasibility and benefits of widespread implementation of serious video games for health education in the United States and also point to the necessity of future research into this topic.

At an unrivaled and enduring pace, computing has transformed the world, resulting in demand for a universal fourth foundation beyond reading, writing, and arithmetic: computational thinking (CT). Despite increasingly widespread acceptance of CT as a crucial competency for all, transforming education systems accordingly has proven complex. The principal hypothesis of this thesis is that we can improve the efficiency and efficacy of teaching and learning CT by building gameful learning and assessment systems on top of block-based programming environments. Additionally, we believe this can be accomplished at scale and cost conducive to accelerating CT dissemination for all. After introducing the requirements, approach, and architecture, we present a solution named Gameful Direct Instruction. This involves embedding Parsons Programming Puzzles (PPPs) in Scratch, which is a block-based programming environment currently used prevalently in grades 6-8. PPPs encourage students to practice CT by assembling into correct order sets of mixed-up blocks that comprise samples of well-written code which focus on individual concepts. The structure provided by PPPs enable instructors to design games that steer learner attention toward targeted learning goals through puzzle-solving play. Learners receive continuous automated feedback as they attempt to arrange programming constructs in correct order, leading to more efficient comprehension of core CT concepts than they might otherwise attain through less structured Scratch assignments. We measure this efficiency first via a pilot study conducted after the initial integration of PPPs with Scratch, and second after the addition of scaffolding enhancements in a study involving a larger adult general population. We complement Gameful Direct Instruction with a solution named Gameful Constructionism. This involves integrating with Scratch implicit assessment functionality that facilitates constructionist video game (CVG) design and play. CVGs enable learner to explore CT using construction tools sufficiently expressive for personally meaningful gameplay. Instructors are enabled to guide learning by defining game objectives useful for implicit assessment, while affording learners the opportunity to take ownership of the experience and progress through the sequence of interest and motivation toward sustained engagement. When strategically arranged within a learning progression after PPP gameplay produces evidence of efficient comprehension, CVGs amplify the impact of direct instruction by providing the sculpted context in which learners can apply CT concepts more freely, thereby broadening and deepening understanding, and improving learning efficacy. We measure this efficacy in a study of the general adult population. Since these approaches leverage low fidelity yet motivating gameful techniques, they facilitate the development of learning content at scale and cost supportive of widespread CT uptake. We conclude this thesis with a glance at future work that anticipates further progress in scalability via a solution named Gameful Intelligent Tutoring. This involves augmenting Scratch with Intelligent Tutoring System (ITS) functionality that offers across-activity next-game recommendations, and within-activity just-in-time and on-demand hints. Since these data-driven methods operate without requiring knowledge engineering for each game designed, the instructor can evolve her role from one focused on knowledge transfer to one centered on supporting learning through the design of educational experiences, and we can accelerate the dissemination of CT at scale and reasonable cost while also advancing toward continuously differentiated instruction for each learner.