Graduation Year
2019
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum and Instruction
Major Professor
Glenn G. Smith, Ph.D.
Co-Major Professor
Allan Feldman, Ph.D.
Committee Member
Jennifer Wolgemuth, Ph.D.
Committee Member
Sanghoon Park, Ph.D.
Keywords
climate change science, educational computer games, learning experiences, motivation, student's perception
Abstract
The purpose of this study is to explore high school students’ perceptions of learning climate change science through educational computer games. Further, it is aimed to investigate what roles educational computer games play in motivating students to learn climate change science. A qualitative case research design is used in this research to better understand and describe how educational computer games influence students’ perceptions of learning the climate change science and what roles these games play in motivating them to learn climate change science in the learning environment. A purposefully selected a high school teacher and her eight students are the study participants. A series of student and teacher interviews are used as a main source of data. Both deductive and inductive approaches are used to analyze the data using Gee’s principles about how games teach and Keller’s ARCS Theory of Motivation Model. The analysis of the data revealed that the educational computer games increased the students’ perceptions of learning climate change science. The findings also showed that the games have different characteristics to improve the students’ perceptions to learn climate change science. Interactivity, providing different learning styles, role playing, challenging, creating a realistic environment, and providing visual experiences to learn were the specific characteristics of the games used in this study. In addition, the analysis of the data revealed that the educational computer games increased the students’ motivation to learn climate change science. The findings showed that the games play various roles in motivating the students to learn. These roles were creating an engaging, interesting, focused learning environment; providing real-world connections and worth knowing information; and presenting the content in a challenging, but a fun way.
Scholar Commons Citation
Besalti, Metin, "Games for CHANGE: High School Students’ Learning Experiences and Motivation to Learn Climate Change Science through Educational Computer Games" (2019). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/8337
