MARC보기
LDR02108nam u200433 4500
001000000418773
00520190215163135
008181129s2018 |||||||||||||||||c||eng d
020 ▼a 9780438314788
035 ▼a (MiAaPQ)AAI10846753
035 ▼a (MiAaPQ)lehigh:11994
040 ▼a MiAaPQ ▼c MiAaPQ ▼d 247004
0820 ▼a 370
1001 ▼a Oltman, Julia Leonhardt. ▼0 (orcid)0000-0002-7391-0721.
24510 ▼a 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.
260 ▼a [S.l.]: ▼b Lehigh University., ▼c 2018.
260 1 ▼a Ann Arbor: ▼b ProQuest Dissertations & Theses, ▼c 2018.
300 ▼a 209 p.
500 ▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 ▼a Adviser: Thomas C. Hammond.
5021 ▼a Thesis (Ph.D.)--Lehigh University, 2018.
520 ▼a 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'
520 ▼a 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
590 ▼a School code: 0105.
650 4 ▼a Education.
650 4 ▼a Pedagogy.
650 4 ▼a Educational technology.
690 ▼a 0515
690 ▼a 0456
690 ▼a 0710
71020 ▼a Lehigh University. ▼b Teaching, Learning, and Technology.
7730 ▼t Dissertation Abstracts International ▼g 79-12A(E).
773 ▼t Dissertation Abstract International
790 ▼a 0105
791 ▼a Ph.D.
792 ▼a 2018
793 ▼a English
85640 ▼u http://www.riss.kr/pdu/ddodLink.do?id=T15000155 ▼n KERIS ▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다.
980 ▼a 201812 ▼f 2019
990 ▼a ***1012033