Walden University

Walden University SCHOOL OF MANAGEMENT This is to certify that the doctoral dissertation by Richard D. Blunt has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Ruth Maurer, Committee Chairperson, Applied Management and Decision Sciences Faculty Dr. Gary Gemmill, Committee Member, Applied Management and Decision Sciences Faculty Dr. Marilyn Simon, Committee Member, School of Education Faculty President and Provost Paula E. Peinovich, Ph.D. Walden University 2006 ABSTRACT A Causal-Comparative Exploration Of The Relationship Between Game-Based Learning And Academic Achievement: Teaching Management With Video Games by Richard D. Blunt M.S., George Mason University, 2000 M.S., Lesley College, 1997 B.S., United States Naval Academy, 1981 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Applied Management and Decision Sciences Walden University August 2006 ABSTRACT The field of game-based learning is expected to grow to more than $125,000,000 in 2006. However, Dr. Jan Cannon-Bowers (2006), eminent researcher in the field of the science of learning, recently challenged the efficacy of game-based learning: “We are charging head-long into game-based learning without knowing if it works or not. We need studies.” The problem addressed by this study was the lack of research into the effectiveness of game-based learning. The problem affects academia, parents, organizations involved in training, and of course, students. The purpose was to explore the relationship between the use of video games and learning. Research questions revolved around the effects of video game use on overall class scores, gender-based scores, ethnic-based scores, and age-based scores. A causal-comparative study was conducted at ABC University to examine the difference in academic achievement between students who did and did not use video games in learning. A video game was added to half the classes teaching 3rd year management students. Identical testing situations were used while data collected included game use, test scores, gender, ethnicity, and age. ANOVA, chi-squared, and t tests were used to test game use effectiveness. Students in classes using the game scored significantly higher means than classes that did not. There were no significant differences between genders, yet both genders scored significantly higher with game play. There were no significant differences between ethnicities, yet all ethnic groups scored significantly higher with game play. Students 40 years and under scored significantly higher with game play, while students 41 and older did not. Such significant increases in student learning could lead to positive social change as games and simulations become standard teaching tools. If further studies continue to prove the efficacy of game-based learning, America’s educational system faces a revolution in learning. A Causal-Comparative Exploration Of The Relationship Between Game-Based Learning And Academic Achievement: Teaching Management With Video Games by Richard D. Blunt M.S., George Mason University, 2000 M.S., Lesley College, 1997 B.S., United States Naval Academy, 1981 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Applied Management and Decision Sciences Walden University August 2006 TABLE OF CONTENTS LIST OF TABLES...............................................................................................................v LIST OF FIGURES .......................................................................................................... vii CHAPTER 1: INTRODUCTION TO THE STUDY..........................................................1 Background of the Problem.........................................................................................1 Statement of the Problem ............................................................................................2 Purpose of the Study....................................................................................................3 Theoretical Framework ...............................................................................................3 Evaluation and Selection of the Game................................................................6 Nature of the Study......................................................................................................8 Research Questions .............................................................................................9 Significance of the Study.............................................................................................9 Importance to Learning.....................................................................................10 Social Change ...................................................................................................11 Assumptions, Limitations, Scope and Delimitations ................................................12 Assumptions of the Study .................................................................................12 Limitations of the Study....................................................................................12 Scope of the Study ............................................................................................13 Delimitations of the Study ................................................................................14 Game or Simulation...................................................................................................15 Definition of Terms ...................................................................................................15 Summary....................................................................................................................16 CHAPTER 2: LITERATURE REVIEW...........................................................................18 Adult Learning Theory..............................................................................................18 Pedagogy Versus Andragogy............................................................................19 Gagné’s Nine Events of Learning.....................................................................21 Keller’s ARCS Model.......................................................................................22 Bloom’s Taxonomy...........................................................................................26 The ADDIE Model of Design...........................................................................33 Kirkpatrick Evaluation Levels ..........................................................................34 Traditional Instruction...............................................................................................38 Constructivist Learning.....................................................................................40 Activity Theory .................................................................................................43 Social Aspects of Learning ...............................................................................44 Video Games .............................................................................................................49 Video Game Design ..........................................................................................50 Video Game-Based Learning............................................................................54 The Game Generation—How Gamers Think ...................................................60 Business Games ................................................................................................68 Economics Games.............................................................................................77 ii Management Games..........................................................................................81 Opposition to Game-Based Learning ........................................................................88 Conclusion.................................................................................................................90 CHAPTER 3: RESEARCH METHOD ............................................................................94 Research Design and Methodology...........................................................................94 Method of Inquiry......................................................................................................96 Research Population ..................................................................................................97 Examples of Research Data.......................................................................................98 Data Analysis.............................................................................................................98 Instructor Grading.............................................................................................98 Demographic Generalization Tests.................................................................100 Independent and Dependent Variables............................................................101 Null and Alternate Hypothesis Statements .....................................................101 Analysis...........................................................................................................104 Confidentiality ................................................................................................105 CHAPTER 4: RESULTS................................................................................................107

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