{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/117637"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/117637","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Using video games to motivate and engage African American males to excel in academic coursework","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2024-12-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2024-12-01","abstract_has_math":false,"creators":["Jones, Kenneth Philip"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Pak, Yoon","Hood, Denice W","Huang, Wenhao D","Oh, Eunjung G"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-12","date_published":"2022-12","updated_at":"2026-07-22T22:24:56Z","subjects":["Video Games","Situated Learning","Motivation","Learning Transfer."],"languages":["en","eng"],"rights":["Copyright 2022 Kenneth Jones"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/117637","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pak, Yoon","Hood, Denice W","Huang, Wenhao D","Oh, Eunjung G"]},{"key":"dc:creator","label":"Author","values":["Jones, Kenneth Philip"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-12","2022-10-18"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Video Games","Situated Learning","Motivation","Learning Transfer."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Kenneth Jones"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/117637"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2024-12-01","The student, Kenneth Jones, accepted the attached license on 2022-10-17 at 11:20.","The student, Kenneth Jones, submitted this Dissertation for approval on 2022-10-17 at 11:38.","This Dissertation was approved for publication on 2022-10-18 at 17:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18524 on 2023-04-12 at 08:10:42","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."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Using video games to motivate and engage African American males to excel in academic coursework"]}]}],"canonical_facts":{"dc:contributor":["Pak, Yoon","Hood, Denice W","Huang, Wenhao D","Oh, Eunjung G"],"dc:creator":["Jones, Kenneth Philip"],"dc:date":["2022-12","2022-10-18"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2024-12-01","The student, Kenneth Jones, accepted the attached license on 2022-10-17 at 11:20.","The student, Kenneth Jones, submitted this Dissertation for approval on 2022-10-17 at 11:38.","This Dissertation was approved for publication on 2022-10-18 at 17:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18524 on 2023-04-12 at 08:10:42","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."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/117637"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Kenneth Jones"],"dc:subject":["Video Games","Situated Learning","Motivation","Learning Transfer."],"dc:title":["Using video games to motivate and engage African American males to excel in academic coursework"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:56Z"}