Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction

The adoption of new technologies in K-12 classrooms usually generates claims about their effectiveness, but in many cases, these claims are not carefully studied. Furthermore, conclusions drawn from effectiveness studies generally focus on technologies as the sole responsible factor for such effectiveness, without considering other factors and conditions. Through an integrative review, this study evaluated and critiqued the current status of K-12 digital game-based learning (DGBL) to determine the implications and limitations of these effectiveness claims, as well as problems when conducting this type of research. In addition, this study explored factors and conditions, beyond the digital game, that could have had an impact on effectiveness. Findings from this study can provide teachers and researchers a guide to effectively implement and research DGBL in K-12 classrooms, as well as conceptual classifications of factors and conditions that could play an important role when adopting digital games in instruction.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Education, Vocational-Technical

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2019

Author dc:creator

• Nino, Miguel Alfonso

Chair dc:contributor.committeechair

• Cennamo, Katherine S.

Committee members dc:contributor.committeemember

• Potter, Kenneth R.
• Bond, Mark Aaron
• Baum Walker, Liesl M.

• digital game-based learning
• K-12 education
• instructional effectiveness

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:19749

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/100686