How Does the Use of a Social Studies Video Game Affect Student Learning?

Georgia State University ScholarWorks @ Georgia State University Middle and Secondary Education Dissertations Department of Middle and Secondary Education Spring 5-14-2021 How Does the Use of a Social Studies Video Game Affect Student Learning? John S. Crumb II Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/mse_diss Recommended Citation Crumb, John S. II, "How Does the Use of a Social Studies Video Game Affect Student Learning?." Dissertation, Georgia State University, 2021. https://scholarworks.gsu.edu/mse_diss/115 This Dissertation is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, How Does the Use of a Social Studies Video Game Affect Student Learning?, by John Stevens Crumb II, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _______________________ _______________________ Joseph Feinberg, Ph.D. Chara Bohan, Ph.D. Committee Chair Committee Member _______________________ _______________________ Chantee Earl, Ph.D. Yali Zhao, Ph.D. Committee Member Committee Member _______________________ Date _______________________ Gertrude Tinker-Sachs, Ph.D. Chairperson, Department of Middle & Secondary Education _______________________ Paul A. Alberto, Ph.D. Dean, College of Education & Human Development AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education and Human Development’s Director of Graduate Studies, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. John Stevens Crumb II NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: John S. Crumb II Department of Middle and Secondary Education College of Education and Human Development Georgia State University Atlanta, GA 30303 The director of this dissertation is: Dr. Joseph Feinberg Department of Middle and Secondary Education College of Education and Human Development Georgia State University Atlanta, GA 30303 CURRICULUM VITAE John S. Crumb II ADDRESS: Department of Middle and Secondary Education College of Education Georgia State University Atlanta, GA 30303 EDUCATION: Doctor of Philosophy 2021 Georgia State University Teaching and Learn- College of Education & Human ing in Social Studies Development Education Education Specialist 2011 Georgia State University Teaching and Learn- College of Education & Human ing in Social Studies Development Education Master of Business 1988 East Tennessee State University Administration College of Business Bachelor of Business 1986 East Tennessee State University Administration in College of Business Marketing PROFFESIONAL EXPERIENCE: 2001-present Northwestern Middle School 1998-2001 Southwest Atlanta Christian Academy 1998 Substitute Teacher Cobb County Department of Edu- cation PRESENTATIONS AND PUBLICATIONS: Crumb II, J. S. (October 2013). So, you want something NEW in the classroom? (Presented at the Georgia Council for the Social Studies Annual Conference) Crumb II, J. S. & Bohan, C.H. (2016). Bringing worlds together: China and America through the eyes of Dr. Yali Zhao. Vitae Scholasticae, The Journal of Educational Biography, 33(1), 47-67. How Does the Use of a Social Studies Video Game Affect Student Learning? by John S. Crumb II ABSTRACT In normal times, middle school social studies teachers are challenged to provide their students with curriculum that is both relevant and engaging in the 21st century. Unfortunately, the COVID-19 pandemic has forced teachers across the United States to utilize remote instruction and an unprecedented integration of technology to engage and communicate with students. Long after the pandemic when teachers adjust to a new normal, technology will continue to play an integral role to help middle school students become active citizens and leaders. Although video games may not be the first choice for teachers, many middle school children already regularly use games to socialize, communicate, and learn. While video games are not a panacea for student engagement and learning, they provide opportunities to reinforce and enhance learning while engaging students with a technological tool that many students prefer. In this study, purposefully selected 7th grade middle school students from a southeastern state in the United States were interviewed prior to and after playing the video game “Do I Have a Right?” during the COVID- 19 pandemic. NVivo software was used for coding and data analytics. Findings showed that learning on multiple levels occurred for the participants while highilighting the relevance of a constructivist philosophy in teaching. This research demonstrated the importance of reflection to reinforce learning and to promote higher levels of thinking. INDEX WORDS: civics, educational games, engagement, online games, learning technology, video games, social studies, student learning How Does the Use of a Social Studies Video Game Affect Student Learning? by John S. Crumb II A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor in Philosophy in Teaching and Learning Social Studies in the Department of Middle and Secondary Education in the College of Education and Human Development Georgia State University Atlanta, GA 2021 Copyright by John S. Crumb II 2021 ii Acknowledgement With each milestone that we approach, we are often given the opportunity to reflect. The reflection is not upon the accomplishments we have earned or the failures that we faced but the people that have been there to accompany us on the journey. I thank you, my beloved wife, Zhou Fan, for the never-ending love that you have given and the patience you have shown, you have my unending love, gratitude, and deepest admiration. 妈妈和爸爸，我很钦佩你们一生所表现出的执着和牺牲 (To my mother-in-law and father-in law, I very much admire your life-long perseverance and sacrifice). Alton, Karen, Frank, and Shelly, thank you my friends for the continual prayers and support that were truly inspirational. Dr. Bohan and Dr. Feinberg, thank you for setting the bar high and never accepting anything that was less than my best. Finally, Mom and Dad, thank you for the love and respect that you instilled in me. I miss you and want you to know that you are always in my heart. iii Contents List of Tables ............................................................................................................ vii List of Figures ......................................................................................................... viii CHAPTER 1: THE PROBLEM .................................................................................................. 1 Going Past Engagement ............................................................................................ 6 Theoretical Perspective ............................................................................................. 8 Anecdotal Evidence of Engagement ....................................................................... 14 Personal Interest ...................................................................................................... 15 Research Questions.................................................................................................. 16 Delimitations ................................................................................................................ 17 Epistemology ............................................................................................................ 17 Subjectivity Statement ............................................................................................ 18 Significance of the Study ......................................................................................... 20 Overview of the Study ............................................................................................. 21 CHAPTER 2: REVIEW OF THE LITERATURE ................................................................. 22 Literature Review .................................................................................................... 23

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