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Student Designed Science Games: A Study of the Design Process, Artifacts, and Attitudes in a Constructivist and Constructionist Learning Environment

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dc.contributor.advisor Clark, Kevin
dc.contributor.author Khalili, Neda
dc.creator Khalili, Neda en_US
dc.date.accessioned 2015-02-12T02:57:37Z
dc.date.available 2015-02-12T02:57:37Z
dc.date.issued 2014 en_US
dc.identifier.uri https://hdl.handle.net/1920/9172
dc.description.abstract Video games as pedagogy is an interest to the educational research community, both in creating games for learning and for learning through creating games. This research study takes the latter approach, putting students in charge of creating their own video games based on science topics with which they were previously unfamiliar. It provided the opportunity for students to learn about and explore their understanding of the topics while designing their games. Students worked closely with a scientist from the Federation of American Scientists (FAS), who also had experience in the design of educational science games. The purpose of this study was to follow the design process students undertook when placed in a constructivist and constructionist learning environment with available tools and support to complete their games.
dc.format.extent 218 pages en_US
dc.language.iso en en_US
dc.rights Copyright 2014 Neda Khalili en_US
dc.subject Educational technology en_US
dc.subject Computer science en_US
dc.subject constructionism en_US
dc.subject design en_US
dc.subject Game Maker en_US
dc.subject science en_US
dc.subject student en_US
dc.subject video games en_US
dc.title Student Designed Science Games: A Study of the Design Process, Artifacts, and Attitudes in a Constructivist and Constructionist Learning Environment en_US
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Instructional Technology en
thesis.degree.grantor George Mason University en


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