Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction

dc.contributor.authorNino, Miguel Alfonsoen
dc.contributor.committeechairCennamo, Katherine S.en
dc.contributor.committeememberPotter, Kenneth R.en
dc.contributor.committeememberBond, Mark Aaronen
dc.contributor.committeememberBaum Walker, Liesl M.en
dc.contributor.departmentEducation, Vocational-Technicalen
dc.description.abstractThe adoption of new technologies in K-12 classrooms usually generates claims about their effectiveness, but in many cases, these claims are not carefully studied. Furthermore, conclusions drawn from effectiveness studies generally focus on technologies as the sole responsible factor for such effectiveness, without considering other factors and conditions. Through an integrative review, this study evaluated and critiqued the current status of K-12 digital game-based learning (DGBL) to determine the implications and limitations of these effectiveness claims, as well as problems when conducting this type of research. In addition, this study explored factors and conditions, beyond the digital game, that could have had an impact on effectiveness. Findings from this study can provide teachers and researchers a guide to effectively implement and research DGBL in K-12 classrooms, as well as conceptual classifications of factors and conditions that could play an important role when adopting digital games in instruction.en
dc.description.abstractgeneralIt is common that when new technologies are used in instruction, claims in favor of such technologies are made. However, in many instances, there is not enough or sound evidence to support these effectiveness claims. For this reason, this study has been conducted with the goal of evaluating and critiquing what has been empirically studied so far in K-12 digital game-based learning (DGBL) to determine the extent of these effectiveness claims. In addition, this study has identified research problems and flaws that have been found in empirical studies and how they can be avoided. Furthermore, this study paid close attention to factors and conditions, besides the actual digital game, to determine if they played a role on effectiveness. Finally, a research agenda has been included in this study to fills existing gaps in K-12 DGBL and to guide researchers and teachers when conducting research and adopting digital games in the classroom.en
dc.description.degreeDoctor of Philosophyen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.subjectdigital game-based learningen
dc.subjectK-12 educationen
dc.subjectinstructional effectivenessen
dc.titleDigital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instructionen
dc.typeDissertationen and Instructionen Polytechnic Institute and State Universityen of Philosophyen


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