東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Video Games and Virtual Reality as C...

Harvey, Miles Madison.

Linked to FindBook

Google Book

Amazon

博客來

Video Games and Virtual Reality as Classroom Literature: Thoughts, Experiences, and Learning with 8th Grade Middle School Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Video Games and Virtual Reality as Classroom Literature: Thoughts, Experiences, and Learning with 8th Grade Middle School Students./
Author:	Harvey, Miles Madison.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	261 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10788775
ISBN:	9780438123311

Video Games and Virtual Reality as Classroom Literature: Thoughts, Experiences, and Learning with 8th Grade Middle School Students.
Harvey, Miles Madison.

Video Games and Virtual Reality as Classroom Literature: Thoughts, Experiences, and Learning with 8th Grade Middle School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 261 p.

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--The University of New Mexico, 2018.

This qualitative study utilized video games and virtual reality in an eighth-grade public middle school media literacy elective classroom in which the head researcher was also the official teacher for the students in the study. The nineteen students and their teacher used video games in small groups for five consecutive weeks. The teacher and nineteen students recorded data about their thoughts, experiences, and learning as they played in the classroom. Students responded to open-ended reader-response questions about their experiences after playing video games each day for forty-five minutes. Students reflected about their experiences in a thought journal. The teacher responded to all the students' thought journals each day, and after the halfway point of the study, students responded to each other's thought journals. Students also co-created additional reader-response questions for their peers to answer after the halfway point in the study. The teacher kept an observation log as a participant observer who sat in to play, listen, and talk with the small groups during the study. The teacher hosted five research meetings in class during the study, and students got a chance to help analyze and make sense of the data with the teacher. At the end of the study, the small groups were interviewed about their experiences. The study found that video games can act as literary vehicles for learning. When small groups responded to video games as literature using reader-response, they primarily took an aesthetic stance on their literary experiences.

ISBN: 9780438123311Subjects--Topical Terms:

517670
Educational technology.

Video Games and Virtual Reality as Classroom Literature: Thoughts, Experiences, and Learning with 8th Grade Middle School Students.
LDR:02589nmm a2200313 4500 001 2205182
005 20190717110304.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438123311
035 $a (MiAaPQ)AAI10788775
035 $a (MiAaPQ)newmex:11940
035 $a AAI10788775
040 $a MiAaPQ $c MiAaPQ
100 1 $a Harvey, Miles Madison. $3 3432045
245 1 0 $a Video Games and Virtual Reality as Classroom Literature: Thoughts, Experiences, and Learning with 8th Grade Middle School Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 261 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Lucretia Pence.
502 $a Thesis (Ph.D.)--The University of New Mexico, 2018.
520 $a This qualitative study utilized video games and virtual reality in an eighth-grade public middle school media literacy elective classroom in which the head researcher was also the official teacher for the students in the study. The nineteen students and their teacher used video games in small groups for five consecutive weeks. The teacher and nineteen students recorded data about their thoughts, experiences, and learning as they played in the classroom. Students responded to open-ended reader-response questions about their experiences after playing video games each day for forty-five minutes. Students reflected about their experiences in a thought journal. The teacher responded to all the students' thought journals each day, and after the halfway point of the study, students responded to each other's thought journals. Students also co-created additional reader-response questions for their peers to answer after the halfway point in the study. The teacher kept an observation log as a participant observer who sat in to play, listen, and talk with the small groups during the study. The teacher hosted five research meetings in class during the study, and students got a chance to help analyze and make sense of the data with the teacher. At the end of the study, the small groups were interviewed about their experiences. The study found that video games can act as literary vehicles for learning. When small groups responded to video games as literature using reader-response, they primarily took an aesthetic stance on their literary experiences.
590 $a School code: 0142.
650 4 $a Educational technology. $3 517670
650 4 $a Secondary education. $3 2122779
650 4 $a Language arts. $3 532624
690 $a 0710
690 $a 0533
690 $a 0279
710 2 $a The University of New Mexico. $b Language, Literacy and Sociocultural Studies. $3 1673404
773 0 $t Dissertation Abstracts International $g 79-11A(E).
790 $a 0142
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10788775