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Integration of Game-Based Learning Into a Social Studies Curriculum Model to Improve Student Performance in the Ohio Social Studies Standards

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Integration of Game-Based Learning Into a Social Studies Curriculum Model to Improve Student Performance in the Ohio Social Studies Standards INTEGRATION OF GAME-BASED LEARNING INTO A SOCIAL STUDIES CURRICULUM MODEL TO IMPROVE STUDENT PERFORMANCE IN THE OHIO SOCIAL STUDIES STANDARDS John C. Findling A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION August 2008 Committee: Dr. Terry Herman, Advisor Dr. Donna Trautman Dr. Gary Benjamin ii © 2008 John C. Findling All Rights Reserved iii ABSTRACT Dr. Terry Herman, Advisor A deficit exists in Ohio high schools students’ performance on the social studies section of the Ohio Graduation Test (Ohio Department of Education, 2007b). In this thesis, the researcher has studied and proposed a curriculum model integrating gaming into the social studies curriculum, with the purpose of aiding students on the social studies section of the Ohio Graduation Test. Digital game-based learning has been endorsed by many expert supporters as an effective learning tool. However, little research has been conducted to explore how to implement a pedagogically-sound digital game-based learning model into an existing curriculum (Van Eck, 2006). Digital game-based learning may be the solution to engaging today’s students who are unengaged in the classroom but engaged by nearly every other aspect of their lives (Prensky, 2005). To assess the validity and potential success of the curriculum, the researcher presented a series of questions to an expert panel comprised of a subject matter expert, curriculum specialist and gaming expert. This study is one step in garnering a body of knowledge and research to support integration of digital-game based learning into K-12 curriculum to reinforce student learning. iv I dedicate this to my parents John and Karen, my brothers Matt, Aaron and Ryan, my fiancée Lindsay, my sisters-in-law (future and current) Karen, Regan and Holly, my grandparents John and Virginia, my goddaughter Julia, my nephew Brian and my new, unborn niece or nephew (congratulations Matt and Karen!). v ACKNOWLEDGMENTS I would first like to thank my wonderful fiancée Lindsay whose dedication has driven me to strive for greatness, whose work ethic has guided me towards my furthered education and whose support has kept me sane through the stressful nights and procrastinated projects. I would also like to thank Dr. Terry Herman who has been so helpful and caring throughout the whole process of graduate school and writing this thesis. Terry has been a spectacular teacher, friend, mentor, advisor and occasional psychiatrist through everything. In addition, I would like to thank the rest of my committee – Dr. Donna Trautman and Dr. Gary Benjamin – and all of the other teachers, co-workers, advisors and mentors that have made themselves available, considerate resources to students such as me. Next, I would like to thank the members of my expert panel who so graciously offered the professional insight necessary to finish this study. Furthermore, I would like to thank all of my family and friends that have helped me become the person I am today. I also think my cats Callie and Chloe deserve a ‘shout- out’ for being hilarious, annoying reminders of life and the future family Lindsay and I will create. Lastly, I would like to thank the many brilliant minds and caring hearts in education who keep forging forward towards an engaging, effective, up-to-date and relevant educational system accommodating enough to educate anyone. Thank you. vi TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION........................................................................................ 1 Context of the Problem........................................................................................... 1 Games for Young-Adults............................................................................ 1 Digital Game-Based Learning .................................................................... 1 Ohio Graduation Test.................................................................................. 2 Statement of the Problem............................................................................ 2 Objective................................................................................................................. 3 Problem................................................................................................................... 3 Description of the model......................................................................................... 3 Audience ................................................................................................................. 5 Significance of the Study........................................................................................ 5 Assumptions............................................................................................................ 6 Delimitation ............................................................................................................ 6 Definition of Terms................................................................................................. 6 CHAPTER II. REVIEW OF LITERATURE ..................................................................... 8 Today’s Learners and Digital Game-Based Learning ............................................ 8 Serious Games ...................................................................................................... 11 Civilization IV ...................................................................................................... 15 Age of Empires II: The Age of Kings................................................................... 17 Rise of Nations...................................................................................................... 18 Ohio Graduation Test............................................................................................ 19 vii Curriculum Development and Instructional Design ............................................. 28 Summary............................................................................................................... 31 CHAPTER III. METHODOLOGY .................................................................................. 32 Introduction........................................................................................................... 32 Purpose.................................................................................................................. 32 Research Design.................................................................................................... 32 Information Gathering .......................................................................................... 35 Expert Panel.......................................................................................................... 35 Timeline................................................................................................................ 37 CHAPTER IV. FINDINGS .............................................................................................. 38 Educational Objectives ......................................................................................... 38 History....................................................................................................... 38 People in Societies.................................................................................... 43 Geography................................................................................................. 45 Economics................................................................................................. 48 Government............................................................................................... 50 Results................................................................................................................... 52 CHAPTER V. CONCLUSIONS, SUMMARY, RECOMMENDATIONS ..................... 59 Conclusions........................................................................................................... 59 Summary............................................................................................................... 59 Recommendations................................................................................................. 61 REFERENCES ................................................................................................................. 63 APPENDIX A. OHIO GRADUATION TEST GUIDE SELECTED PAGES................. 66 viii ix LIST OF FIGURES Page Figure 1. Industrialism Technology.................................................................................. 40 Figure 2. Scenario Selection Screen ................................................................................. 42 Figure 3. Relations Spoil................................................................................................... 44 Figure 4. Andes Mountains............................................................................................... 46 Figure 5. Jungle................................................................................................................. 47 Figure 6. Resources........................................................................................................... 48 Figure 7. State Property Economic Civic ......................................................................... 50 Figure 8. Representation Government Civic .................................................................... 51 Figure 9. Police State Government Civic ........................................................................
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