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Exploring a Curriculum-embedded, Constructivist-inspired, Augmented Reality Game within an Early Elementary Social Studies Curriculum and Its Influence on Student Experiences, Learning Outcomes, and Teacher Instructional Practices
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Exploring a Curriculum-embedded, Constructivist-inspired, Augmented Reality Game within an Early Elementary Social Studies Curriculum and Its Influence on Student Experiences, Learning Outcomes, and Teacher Instructional Practices. |
| 개인저자 | Oltman, Julia Leonhardt. |
| 단체저자명 | Lehigh University. Teaching, Learning, and Technology. |
| 발행사항 | [S.l.]: Lehigh University., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 209 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-12A(E). Dissertation Abstract International |
| ISBN | 9780438314788 |
| 학위논문주기 | Thesis (Ph.D.)--Lehigh University, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Adviser: Thomas C. Hammond. |
| 요약 | Game-based learning has entered the mainstream, yet little research has examined its influence within an early elementary setting, in the subject of history, or within the context of entire curricular unit. This dissertation examines two years' |
| 요약 | Analysis indicates that early elementary students can experience flow and a magic circle while playing a constructivist-influenced game. While indicators of curriculum specified learning are inconclusive, data suggest that there may be a game-ef |
| 일반주제명 | Education. Pedagogy. Educational technology. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
