Using video games to motivate and engage African American males to excel in academic coursework

This dissertation took a close examination of how video games could have the potential to motivate and engage African American males to excel in academic learning institutions. The study employed a qualitative methodological approach by analyzing data from four African American male college students are avid video game players and have experienced success throughout their academic lives. The participants were individually and collectively video and audio recorded during interviews, observations, and a wrap-up session. The study used situated learning as the theoretical framework to understand how multiple processes could produce effective learning linked to motivation and instruction. In addition, the situated learning approach showed that engaging in activities could raise the motivation to learn because knowledge is formed when people interact in situations. Therefore, motivated learners will look to be placed in highly productive instructional environments to further their personal growth and development. The information obtained from the African American male participants in the study showed that playing video games provided an engaging approach to learning educational content. Furthermore, it demonstrated how content from games could be transferred into situations outside of academic coursework for deeper learning associated with daily life skills. The study concluded with recommendations for educators to examine video games as a viable method to attract and engage Black men in academic learning environments to excel and accomplish educational milestones.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2022

Author dc:creator

• Jones, Kenneth Philip

Contributors dc:contributor

• Pak, Yoon
• Hood, Denice W
• Huang, Wenhao D
• Oh, Eunjung G

• Video Games
• Situated Learning
• Motivation
• Learning Transfer.

Statement dc:rights

• Copyright 2022 Kenneth Jones

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/117637

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F117637