The Impact of Technology Integration on Student-Designed Games By
The Impact of Technology Integration on Student-Designed Games by Mauro Henrique André A dissertation submitted to the Graduate Faculty of Auburn University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Auburn, Alabama May 5, 2013 Keywords: Student-designed games, technology integration, participatory action research Copyright 2013 by Mauro Henrique André Approved by Peter Hastie, Chair, Wayne T. Smith Distinguished Professor of Kinesiology Alice Buchanan, Associate Professor of Kinesiology Jared Russell, Associate Professor of Kinesiology Jung Won Hur, Professor of Education Foundation, Leadership and Technology Abstract Student-designed games (SDG) is the process in which students create, organize, practice and refine their own games within certain limits established by the teacher (Hastie, 2010). Recent research has proposed different methodologies to teach SDG, and among these, technology integration (TI) was proposed by Hastie, Casey and Tarter (2010) and by Casey, Hastie and Rovegno (2011) when using a wiki for game design. In spite of becoming an innovative methodology for teaching SDG, it is not clear how TI may improve or diminish students’ experience and learning. The present research analyzed how TI has an impact on a SDG teaching unit, and it addressed five research questions: (1) How technology integration has an impact on a teacher’s pedagogy? (2) How technology integration has an impact on students’ physical activity engagement? (3) How technology integration has an impact on students’ enjoyment/ engagement? (4) How technology integration has an impact on students’ communication? (5) How technology integration has an impact on students’ game characteristics/ architecture? The researcher taught two SDG units in a Junior High School, one with TI and another without TI.
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