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Students’ framing of a digital physics videogame as seen in student discourse and post-gameplay data

dc.creatorHughes, James Michael
dc.date.accessioned2020-08-22T17:31:27Z
dc.date.available2013-07-29
dc.date.issued2013-07-29
dc.identifier.urihttps://etd.library.vanderbilt.edu/etd-07172013-125114
dc.identifier.urihttp://hdl.handle.net/1803/13117
dc.description.abstractA qualitative and quantitative study that give insight into students’ framing of digital physics video game environments is presented in this thesis. A qualitative pilot study is explained followed by a follow-up interview study. Analysis of post-interview video data showed evidence of discourse-differences in students’ framing of gaming environments as being game-like, or physics like. A secondary quantitative study analyzed the detail of students’ post gameplay artwork to see if there were statistically significant difference in the artwork due to the frequency and duration of gameplay. Analysis using a hierarchical linear model split across class sessions was not able to explain the variance in students’ performance.
dc.format.mimetypeapplication/pdf
dc.subjectphysics learning
dc.subjectframing
dc.subjectvideo games
dc.titleStudents’ framing of a digital physics videogame as seen in student discourse and post-gameplay data
dc.typethesis
dc.type.materialtext
thesis.degree.nameMS
thesis.degree.levelthesis
thesis.degree.disciplineLearning, Teaching and Diversity
thesis.degree.grantorVanderbilt University
local.embargo.terms2013-07-29
local.embargo.lift2013-07-29
dc.contributor.committeeChairPratim Sengupta
dc.contributor.committeeChairDouglas Clark


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