Simulation-game enactment for heightened motivation and enhanced retention in the discipline-based classroom

Persistent Link:
http://hdl.handle.net/10150/277232
Title:
Simulation-game enactment for heightened motivation and enhanced retention in the discipline-based classroom
Author:
Benson, Karen L., 1958-
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Linking educational theories with an empirical study, using an art related simulation-game, was the intent of this thesis. These educational theories involved retention of content matter, student motivation, simulation-gaming and art education. The importance of the project was directly related to the advantages of simulation-gaming. Research has suggested that students have been more motivated to learn, enjoy learning more and retain more content information as simulation-games have been brought into the classroom. Empirical data was collected as a simulation-game entitled "Investigation Simulation" was enacted with sixth grade students. A sequence of surveys was given to measure knowledge, enjoyment and retention. These consisted of a pre-test, a post-test and a delayed post-test. The results suggested (1) Students participating in the simulation-game were more actively involved in learning, (2) their retention of content matter was raised.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Simulation games in education.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Theatre Arts
Degree Grantor:
University of Arizona
Advisor:
Carrigan, Jeanne C.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleSimulation-game enactment for heightened motivation and enhanced retention in the discipline-based classroomen_US
dc.creatorBenson, Karen L., 1958-en_US
dc.contributor.authorBenson, Karen L., 1958-en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractLinking educational theories with an empirical study, using an art related simulation-game, was the intent of this thesis. These educational theories involved retention of content matter, student motivation, simulation-gaming and art education. The importance of the project was directly related to the advantages of simulation-gaming. Research has suggested that students have been more motivated to learn, enjoy learning more and retain more content information as simulation-games have been brought into the classroom. Empirical data was collected as a simulation-game entitled "Investigation Simulation" was enacted with sixth grade students. A sequence of surveys was given to measure knowledge, enjoyment and retention. These consisted of a pre-test, a post-test and a delayed post-test. The results suggested (1) Students participating in the simulation-game were more actively involved in learning, (2) their retention of content matter was raised.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectSimulation games in education.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTheatre Artsen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorCarrigan, Jeanne C.en_US
dc.identifier.proquest1339267en_US
dc.identifier.oclc22461866en_US
dc.identifier.bibrecord.b17435717en_US
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