東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Is it all in the game? Flow experie...

Bressler, Denise M.

Linked to FindBook

Google Book

Amazon

博客來

Is it all in the game? Flow experience and scientific practices during an INPLACE mobile game.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Is it all in the game? Flow experience and scientific practices during an INPLACE mobile game./
Author:	Bressler, Denise M.
Description:	291 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Technology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620797
ISBN:	9781303914522

Is it all in the game? Flow experience and scientific practices during an INPLACE mobile game.
Bressler, Denise M.

Is it all in the game? Flow experience and scientific practices during an INPLACE mobile game. - 291 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Lehigh University, 2014.

Mobile science learning games show promise for promoting scientific practices and high engagement. Researchers have quantified this engagement according to flow theory. Using an embedded mixed methods design, this study investigated whether an INPLACE mobile game promotes flow experience, scientific practices, and effective team collaboration. Students playing the game (n=59) were compared with students in a business-as-usual control activity (n=120). Using an open-ended instrument designed to measure scientific practices and a self-report flow survey, this study empirically assessed flow and learner's scientific practices. The game players had significantly higher levels of flow and scientific practices. Using a multiple case study approach, collaboration among game teams (n=3 teams) were qualitatively compared with control teams (n=3 teams). Game teams revealed not only higher levels of scientific practices but also higher levels of engaged responses and communal language. Control teams revealed lower levels of scientific practice along with higher levels of rejecting responses and command language. Implications for these findings are discussed.

ISBN: 9781303914522Subjects--Topical Terms:

1018012
Education, Technology of.

Is it all in the game? Flow experience and scientific practices during an INPLACE mobile game.
LDR:02071nam a2200289 4500 001 1963788
005 20141009081913.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303914522
035 $a (MiAaPQ)AAI3620797
035 $a AAI3620797
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bressler, Denise M. $3 2100103
245 1 0 $a Is it all in the game? Flow experience and scientific practices during an INPLACE mobile game.
300 $a 291 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Alec M. Bodzin.
502 $a Thesis (Ph.D.)--Lehigh University, 2014.
520 $a Mobile science learning games show promise for promoting scientific practices and high engagement. Researchers have quantified this engagement according to flow theory. Using an embedded mixed methods design, this study investigated whether an INPLACE mobile game promotes flow experience, scientific practices, and effective team collaboration. Students playing the game (n=59) were compared with students in a business-as-usual control activity (n=120). Using an open-ended instrument designed to measure scientific practices and a self-report flow survey, this study empirically assessed flow and learner's scientific practices. The game players had significantly higher levels of flow and scientific practices. Using a multiple case study approach, collaboration among game teams (n=3 teams) were qualitatively compared with control teams (n=3 teams). Game teams revealed not only higher levels of scientific practices but also higher levels of engaged responses and communal language. Control teams revealed lower levels of scientific practice along with higher levels of rejecting responses and command language. Implications for these findings are discussed.
590 $a School code: 0105.
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Middle School. $3 1030813
690 $a 0710
690 $a 0714
690 $a 0450
710 2 $a Lehigh University. $b Teaching, Learning, and Technology. $3 2100104
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 0105
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620797