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Disciplinary Knowledge Construction while Playing a Simulation Strategy Game
PROCEEDINGS

, , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Game-based learning has proliferated as a result of the claims people make about games and learning. Using a mixed-methods methodology, this study assesses the motivational valuing of the disciplinary knowledge and gameplay, the disciplinary knowledge gained by learners and whether the learners could transfer this knowledge into other contexts. Children with a range of game playing experience played a commercially available simulation strategy game for an average of 24 hours over seven weeks. They were given pre and post assessments for knowledge and motivation, a log sheet to document their progress of play through the game, and interviewed after each playing session. Analysis indicates that participants valued the disciplinary knowledge, learned disciplinary knowledge and skills, and were able to transfer the knowledge.

Citation

Foster, A. & Mishra, P. (2009). Disciplinary Knowledge Construction while Playing a Simulation Strategy Game. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1439-1444). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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