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Title: FROM SHADOWMOURNE TO FOLK ART: ARTICULATING A VISION OF ELEARNING FOR THE 21ST CENTURY.
Creator: Kapp, Christina, Campbell, James, University of Central Florida
Abstract / Description: This study examines mass-market applications for some of the many theories of eLearning and blended learning, focusing most closely on a period from 2000-2010. It establishes a state of the union for K-12 immersive eLearning environments by using in-depth cases studies of five major mass-market, educational, and community-education based productsÃ‚Â--Gaia Online, Poptropica, Quest Atlantis, Dimenxian/Dimension U, and Folkvine. Investigating these models calls into play not...
Show moreThis study examines mass-market applications for some of the many theories of eLearning and blended learning, focusing most closely on a period from 2000-2010. It establishes a state of the union for K-12 immersive eLearning environments by using in-depth cases studies of five major mass-market, educational, and community-education based productsÃ‚Â--Gaia Online, Poptropica, Quest Atlantis, Dimenxian/Dimension U, and Folkvine. Investigating these models calls into play not only the voices of traditional academic and usability research, but also the ad hoc voices of the players, commentators, developers, and bloggers. These are the people who speak to the community of these sites, and their lived experiences fall somewhere in the interstices between in-site play, beta development, and external commentary (both academic and informal.) The works of experimental academic theorists play an acknowledged and fundamental role in this study, including those of Ulmer, Barab, Gee, and McLuhan. These visionary voices of academia are balanced with a consideration of both the political and financial constraints surrounding immersive educational game development. This secondary level of analysis focuses on how issues around equity of access, delivery platforms, and target disciplines can and should inform strategic goals. While this dissertation alone is unlikely to solve issues of access, emergent groups including the OLPC hold exciting promises for worldwide connectivity. My conclusion forms a synthesis of all these competing forces and proposes a pragmatic and conceptual rule-set for the development of a forward-looking and immersive educational MMORPG.
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Date Issued: 2010
Identifier: CFE0003549, ucf:48906
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003549

Title: PROTOTYPE OF AN EDUCATIONAL GAME FOR KNOWLEDGE RETENTION IN YOUTH HEALTH EDUCATION.
Creator: Vogel, Jennifer, Montagne, Euripides, University of Central Florida
Abstract / Description: There is some debate about the most effective and least controversial means of sex education in schools. In several states, state law does not require education about Sexually Transmitted Diseases and Human Immunodeficiency Virus Infection/Acquired Immunodeficiency Syndrome (STDs and HIV/AIDS.) There is also debate about the effect and pervasiveness of sexual situations in video games and its effect on the healthy sexual development of adolescents. This research therefore aims to try to solve...
Show moreThere is some debate about the most effective and least controversial means of sex education in schools. In several states, state law does not require education about Sexually Transmitted Diseases and Human Immunodeficiency Virus Infection/Acquired Immunodeficiency Syndrome (STDs and HIV/AIDS.) There is also debate about the effect and pervasiveness of sexual situations in video games and its effect on the healthy sexual development of adolescents. This research therefore aims to try to solve these two problems and answer the following question: Is it possible to represent sex in a more realistic and educational way through a video game while teaching more medically accurate and necessary information? The completion of this study will be able to provide some insights on the feasibility and benefits of widespread implementation of serious video games for health education in the United States and also point to the necessity of future research into this topic.
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Date Issued: 2014
Identifier: CFH0004656, ucf:45257
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004656

Title: The Effect of Civics-Based Video Games on Middle School Students' Civic Engagement.
Creator: Pagnotti, John, Russell, William, Hewitt, Randall, Hopp, Carolyn, Dobson, Leonard, University of Central Florida
Abstract / Description: Democratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of...
Show moreDemocratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of participation, they also need to be trained in the processes of mind (Dewey, 1916; 1927). Educational systems in this country have been the traditional place where democratic training has been vested (Spring, 2001). It seems, though, that the methods that educators are using to train young people fail to meet this challenge as voting rates among the youngest citizens (under 30) have never been higher than slightly more than half of eligible voters in the age group. To remedy this situation, Congress and several private civic-education organizations have called for changing curricular approaches to engage more youth. One such method that may hold promise is the use of video game technology. The current generation of youth has grown up in a digital world where they have been labeled (")Digital Natives(") (Prensky, 2001a). They are (")tech savvy(") and comfortable with their lives being integrated with various forms of digital technology. Significantly, industry research suggests that over 90% of (")Digital Natives(") have played a video game in the last 30 days, and business is booming to the level that video games pulled in more money than the movie industry did in 2008 (ESA, 2009). As early as the 1970s, educational researchers have looked at the use of video game technology to engage student learning; however, this research has been limited at best. More recently, educational scholars such as James Gee (2003; 2007) and Kurt Squire (2002; 2003; 2006) have sought to make the academic conversation more mature with regard to using video games as a classroom supplement.This study continues that conversation by using quantitative methods to investigate whether or not different groups of middle school students self-report a greater propensity to be civically engaged as a result of civic-themed video gameplay. The investigator collected data from middle school students who were given access to civic-themed video games to see if there were statistically significant differences in self-reported civic-engagement scores as a result of gameplay. This investigation was conducted at a large, urban middle school in the Southeast region of the United States.
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Date Issued: 2012
Identifier: CFE0004422, ucf:49379
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004422

Title: Video game self-efficacy and its effect on training performance.
Creator: Ortiz, Skilan, Bowers, Clint, Fritzsche, Barbara, Joseph, Dana, Cannon-Bowers, Janis, University of Central Florida
Abstract / Description: This study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of...
Show moreThis study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of serious games to be more effective than traditional methods of training when it comes to task performance.
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Date Issued: 2014
Identifier: CFE0005224, ucf:50639
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005224

Title: DIGITAL INTERACTIVE GAMES FOR ASSESSMENT: A STUDY OF THE EFFECTIVENESS OF A DIGITAL GAME AS A MEASURE OF STUDENTS' UNDERSTANDING OF BOOLEAN LOGIC.
Creator: Haji Mohammad Ali Sabbagh, Shabnam, Moshell, Jack, Underberg, Natalie, Lindgren, Robb, University of Central Florida
Abstract / Description: Digital games have been used mostly for entertainment but recently researchers have started to use digital games in other areas such as education and training. Researchers have shown that digital games can provide a compelling, creative, and collaborative environment for learning. However, the popularity of computers and the Internet brings this question to mind: Are the assessment methods falling behind and remaining traditional? Will the traditional methods of learning and knowledge...
Show moreDigital games have been used mostly for entertainment but recently researchers have started to use digital games in other areas such as education and training. Researchers have shown that digital games can provide a compelling, creative, and collaborative environment for learning. However, the popularity of computers and the Internet brings this question to mind: Are the assessment methods falling behind and remaining traditional? Will the traditional methods of learning and knowledge assessment be sufficient for this new generation who are starving for new technology?This study investigates the effectiveness of using a digital interactive game as an assessments method (-) in this case a mini-game that was designed to assess the student's knowledge on basic Boolean logic. The study reports on the performance differences of the students who participated in this study and correlations between the performance of these students in a digital interactive game, written tests and their in-class performance to examine the effectiveness of using a digital game as a new knowledge assessment method.
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Date Issued: 2014
Identifier: CFE0005343, ucf:50494
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005343

Title: COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE.
Creator: Hess, Taryn, Gunter, Glenda, University of Central Florida
Abstract / Description: The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for...
Show moreThe use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.
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Date Issued: 2010
Identifier: CFE0003221, ucf:48566
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003221

Title: RECREATIONAL TECHNOLOGY AND ITS IMPACT ON THE LEARNING DEVELOPMENT OF CHILDREN AGES 4-8: A META-ANALYSIS FOR THE 21ST CENTURY CLASSROOM.
Creator: Templeton, Joey, Dombrowski, Paul, University of Central Florida
Abstract / Description: This research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive...
Show moreThis research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive review of current educational theory and practice. By examining current curriculum goals and cross-referencing them to research conducted in fields other than education (i.e. technology, child development, media literacy, etc.) I hope to demonstrate a need for change; and, at the end of my research, be able to make recommendations for curriculum adaptations that will work within the current educational structure. These recommendations will be made with respect to budget and time constraints.
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Date Issued: 2007
Identifier: CFE0001970, ucf:47458
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001970

Title: LEARNING AFRICAN-AMERICAN HISTORY IN A SYNTHETIC LEARNING ENVIRONMENT.
Creator: Greenwood-Ericksen, Adams, Hancock, Peter, University of Central Florida
Abstract / Description: Synthetic Learning Environments (SLEs) represent a hybrid of simulations and games, and in addition to their pedagogical content, rely on elements of story and interactivity to drive engagement with the learning material. The present work examined the differential impact of varying levels of story and interactivity on learning. The 2x2 between subjects design tested learning and retention among 4 different groups of participants, each receiving one of the 4 possible combinations of low and...
Show moreSynthetic Learning Environments (SLEs) represent a hybrid of simulations and games, and in addition to their pedagogical content, rely on elements of story and interactivity to drive engagement with the learning material. The present work examined the differential impact of varying levels of story and interactivity on learning. The 2x2 between subjects design tested learning and retention among 4 different groups of participants, each receiving one of the 4 possible combinations of low and high levels of story and interactivity. Objective assessments of participant performance yielded the unexpected finding that learners using the SLE performed more poorly than any other learning group, including the gold-standard baseline. This result is made even more surprising by the finding that participants rated their enjoyment of and performance in that condition highest among the four conditions in the experiment. This apparent example of metacognitive bias has important implications for understanding how affect, narrative structure, and interactivity impact learning tasks, particularly in synthetic learning environments.
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Date Issued: 2008
Identifier: CFE0002087, ucf:47580
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002087

Title: EDUCATIONAL VIDEO GAME EFFECTS UPON MATHEMATICS ACHIEVEMENT AND MOTIVATION SCORES: AN EXPERIMENTAL STUDY EXAMINING DIFFERENCES BETWEEN THE SEXES.
Creator: Kappers, Wendi, Hirumi (Co-Chair: Witta), Atsusi (Co-Chair: Lea), University of Central Florida
Abstract / Description: An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated...
Show moreAn experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, p<.05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p>.05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort.
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Date Issued: 2009
Identifier: CFE0002586, ucf:48270
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002586

Title: School Has a Bad Storyline: Gamification in Educational Environments.
Creator: Pynn, Irene, Brenckle, Martha, Janz, Bruce, Underberg-Goode, Natalie, Hopp, Carolyn, University of Central Florida
Abstract / Description: School often has low engagement and frustrating or absent options for the kind of agency the Federal Government's 2016 National Education Technology Plan now recommends educators include in their curriculum. Video games offer opportunities for people to participate in critical problem solving through creative projects. From balancing character statistics, to collaborating with other players, to making ethical and tactical decisions that can change the outcome of the story, successful games...
Show moreSchool often has low engagement and frustrating or absent options for the kind of agency the Federal Government's 2016 National Education Technology Plan now recommends educators include in their curriculum. Video games offer opportunities for people to participate in critical problem solving through creative projects. From balancing character statistics, to collaborating with other players, to making ethical and tactical decisions that can change the outcome of the story, successful games draw on the player's interest in learning and analyzing numbers, locations, visual clues, narrative elements, people, and more. One useful example may be found in visual novels (VNs), a medium that pulls from narrative structures found in Choose Your Own Adventure Novels. These interactive narratives are a largely untapped resource (for educational uses) of guided critical thinking. My ongoing research explores the efficacy of implementing VNs into digital pedagogies to encourage the development of (")creatigational skills.(") This term is a response to the problematic wording already in use for skills such as creative thinking and collaborative abilities, skills encouraged by and developed through interactive activities, such as gaming and many of the arts. Current terminology labels them (")soft(") or (")non-cognitive(") skills, which are clear misnomers that passively diminish the importance of creative thought. This research explores how gaming, specifically so-called (")narrative(") gaming, of which VNs are one example, might contribute to the development of creatigational skills in students. Through the creation of VNs for this study, I examine both the ability of this genre to engage and encourage imaginative thought, as well as the practicality of designing and developing VNs for classroom use.
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Date Issued: 2017
Identifier: CFE0006906, ucf:51728
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006906

video games (4)	+ -
Video Games (3)	+ -
education (3)	+ -
Education (2)	+ -
Learning (2)	+ -

educational video game (2)	+ -
educational video games (2)	+ -
learning (2)	+ -
technology (2)	+ -
American history (1)	+ -
Assessment (1)	+ -
Branching (1)	+ -
Choice (1)	+ -
Civic Education (1)	+ -
Computer Games (1)	+ -
Creatigation (1)	+ -
Creativity (1)	+ -
Curriculum (1)	+ -
Digital (1)	+ -
Digital Education (1)	+ -
Digital Games (1)	+ -
Digital Media (1)	+ -
Distance Learning (1)	+ -
Educational Games (1)	+ -
Engagement (1)	+ -
Game Design (1)	+ -
Games (1)	+ -
Games for Assessment (1)	+ -
Games for Education (1)	+ -
Gamification (1)	+ -

ETD Collection (9)	+ -
Honors Collection (1)	+ -

University of Central Florida (10)	+ -
Hopp, Carolyn (2)	+ -
Bowers, Clint (1)	+ -
Brenckle, Martha (1)	+ -
Campbell, James (1)	+ -

Cannon-Bowers, Janis (1)	+ -
Dobson, Leonard (1)	+ -
Dombrowski, Paul (1)	+ -
Fritzsche, Barbara (1)	+ -
Greenwood-Ericksen, Adams (1)	+ -
Gunter, Glenda (1)	+ -
Haji Mohammad Ali Sabbagh, Shabnam (1)	+ -
Hancock, Peter (1)	+ -
Hess, Taryn (1)	+ -
Hewitt, Randall (1)	+ -
Hirumi (Co-Chair: Witta), Atsusi (Co-Chair: Lea) (1)	+ -
Janz, Bruce (1)	+ -
Joseph, Dana (1)	+ -
Kapp, Christina (1)	+ -
Kappers, Wendi (1)	+ -
Lindgren, Robb (1)	+ -
Montagne, Euripides (1)	+ -
Moshell, Jack (1)	+ -
Ortiz, Skilan (1)	+ -
Pagnotti, John (1)	+ -
Pynn, Irene (1)	+ -
Russell, William (1)	+ -
Templeton, Joey (1)	+ -
Underberg, Natalie (1)	+ -
Underberg-Goode, Natalie (1)	+ -

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