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Using game-based learning to foster critical thinking in student discourse
Descriptive
TitleInfo
Title
Using game-based learning to foster critical thinking in student discourse
TitleInfo
(type = alternative)
Title
Using GBL to foster critical thinking
Name
(type = personal)
NamePart
(type = family)
Cicchino
NamePart
(type = given)
Marc I.
DisplayForm
Marc Cicchino
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Hmelo-Silver
NamePart
(type = given)
Cindy
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Cindy Hmelo-Silver
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Barnett
NamePart
(type = given)
Steven
DisplayForm
Steven Barnett
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Reynolds
NamePart
(type = given)
Rebecca
DisplayForm
Rebecca Reynolds
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2013
DateOther
(qualifier = exact);
(type = degree)
2013-10
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
In spite of a global shift that emphasizes the importance of critical thinking skills, America’s schools are not yet equipped with a sufficient repertoire of pedagogical strategies necessary to foster these skills. The purpose of this dissertation is to explore the effectiveness of game-based learning (GBL) as a strategy for fostering higher-level critical-thinking skills so that it may potentially be appropriated for popular use in traditional school environments. I examined student discourse throughout a GBL intervention designed to promote content knowledge and critical thinking in an eighth grade social studies classroom. A total of three 8th grade social studies classes engaged in the intervention. Post-tests and delayed post-tests were conducted for the entire 8th grade (ten social studies classes across two instructors). Five groups of students that engaged in the GBL intervention were videotaped and analyzed. Data analysis showed that features of the GBL intervention and particular cycles of gameplay were effective in promoting higher levels of critical thinking, including the development of independent beliefs prior to engaging in collaborative discourse and providing opportunities for guided reflection. The portfolio that follows seeks to make the findings of my research on GBL practical via three major components: (1) an article written for publication in a scholarly journal; (2) curriculum for a fifteen-hour professional development course designed to share my learnings with fellow practitioners; and (3) a presentation to be delivered to school administrators with the purpose of sharing my findings, fostering discussion, and exploring potential avenues for effecting change in schools.
Subject
(authority = RUETD)
Topic
Design of Learning Contexts
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_5009
PhysicalDescription
Form
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
vii, 109 p. : ill.
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Marc I. Cicchino
Subject
(authority = ETD-LCSH)
Topic
Active learning
Subject
(authority = ETD-LCSH)
Topic
Critical thinking in adolescence
Subject
(authority = ETD-LCSH)
Topic
Simulation games in education
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001500001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T36M34S8
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Cicchino
GivenName
Marc
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2013-09-18 12:12:54
AssociatedEntity
Name
Marc Cicchino
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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Statistical Profile