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Dissertations / Theses on the topic 'School games'
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FREITAS, LUIZ EDUARDO RICON DE. "ROLE PLAYING GAMES AND SCHOOL: A GAME OF MULTIPLE LANGUAGES AND COMPETENCIES. A CASE STUDY OF ROLE PLAYING GAMES AS PART OF THE SCHOOL´S CURRICULUM." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9584@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO<br>Este trabalho registra e analisa criticamente uma
experiência de inserção dos jogos de RPG (Role Playing Game) como parte integrante
do currículo de uma escola particular da zona sul do Rio de Janeiro, com o
objetivo de se trabalhar a expressividade e a criatividade dos alunos por
meio do uso de múltiplas linguagens e também como meio de se promover o
desenvolvimento de variadas competências dentro de sala de aula. Ao todo,
69 crianças e jovens
dos 9 aos 17 anos, alunos da 5ª série do Ensino
Fundamental ao 2º ano do Ensino
Médio, participaram das oficinas focalizadas nesta
pesquisa. A metodologia
utilizada no trabalho de campo incluiu tanto a observação,
apoiada em cadernos
de campo e fotografias, quanto a análise dos artefatos
produzidos pelos alunos
durante (e para) as sessões de jogo, sob a forma de
descrições dos personagens,
histórias, textos diversos, desenhos, mapas, maquetes etc,
além da participação
na montagem de mostras dos trabalhos, visitadas por pais,
professores, familiares
e demais membros da comunidade escolar. Ao lado do teatro,
da música, da
dança, do vídeo, dos desenhos animados e de outras
linguagens e meios de
expressão artística e cultural, a prática de jogos como o
RPG, que reúnem
ludicidade e criatividade, pode servir como forma de se
aproximar o ambiente da
escola do mundo complexo, múltiplo e multi-midiático no
qual as crianças e os
jovens das grandes cidades se encontram imersos em seu dia-
a-dia.<br>This work documents an experiment in which Role Playing
Games were
part of the curriculum in a private school in Rio de
Janeiro. The game was used
as a tool to promote expression and creativity among the
students and also the
development of several competencies inside the classroom.
Sixty-nine children
and adolescents (ages 9 to 17, from the 5th to the 10th
grade) took part in the
workshops studied here. The filedwork methodology included
observation,
supported by field notes and photos, along with the
analysis of artifacts produced
by the students during (and for) the game sessions, such
as character profiles,
stories, assorted texts, drawings, maps, schetches, mock
ups and others, and also
their engajement in the preparation of a show, visited by
parents, teachers, family
membres and other members of the school community. As with
theater, music,
dace, video-production, animation and other forms of
artistic and cultural
expression, games like RPGs, that unite creativity and
fun, might serve as a way
to straighten the ties between the school and the complex,
multiple and multimidiatic
world where children and adolescents in major cities are
imersed in
day-to-day basis.
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Fader, Peter S. "Effective strategies for oligopolistic games." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/14855.
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Gillispie, Lucas B. "Effects of a 3-D video game on middle school student achievement and attitude in mathematics." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/gillispiel/lucasgillispie.pdf.
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Walls, Richard. "Using Computer Games to Teach Social Studies." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-183039.
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This study investigates the effectiveness of two computer games as learning tools in comparison to established learning tools teaching two different topics in the course Social Studies 1b of the Swedish Upper Secondary School Curriculum. The use of computer games in education is placed in the context of changing ideas of the aims for education systems in the 21st Century with regard to student skills rather than content, including digital skills. The findings indicated that using these particular computer games as learning tools for these topics was at least as effective as the alternative, more established, lessons. Focus group discussions with students after the study lesson indicated a preference for variation in teaching methods and the desire for learning activities that require active student participation.
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Jemmali, Chaima. "May's Journey: A serious game to teach middle and high school girls programming." Digital WPI, 2016. https://digitalcommons.wpi.edu/etd-theses/455.
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May’s Journey is a game where you help a video game character, May, finding her friend and repairing the broken game world. This is a 3D puzzle game in which players solve an environmental maze by using the game’s pseudo code to manipulate the environment. The game is aimed at 12 to 18-year-old girls and the purpose is to attract them into Computer Science fields by teaching them basics of programming by focusing on logics and concepts while still asking them to type simple instructions in our programming language. Players do this in a compelling environment, with characters they can identify with,embedded in a relevant story. Our design process was based on our research on young female preferences in games and current teaching techniques for programming.Each decision we made whether for the teaching content, the art style, or the game mechanics and the techniques used to develop this game are motivated by the goal of making programming more appealing and interesting for girls. For this, we developed our own pseudo-code language in order to provide an interface that bridges the gap between drag and drop approach and real programming and introduce typing as part of the experience. We tested our game with 10 teenagers aged from 14 to 17 years old for educational content. We were pleased to see how engaged with the game they were. Overall, the testing results were mostly as expected. The players liked the game (rated 4.8 out of 6) and all of them wanted to play more of it. They all felt that they learned something and 8 of them expressed the will to learn more about programming. Unfortunately, the sample of players is too small to generalize our results so we plan to take the feedback into account, iterate and test it again with a larger study group and get conclusive results. Working on this project has allowed us to understand the importance of iterative design and early playtest feedback. We have also learned the importance of tutorials in games and how that might completely change the users’ experience. Finally, a crucial point was the importance of the UI helpers and targeted feedback in serious games.
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Rice, John W. 1967. "Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799468/.
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Educational video games have proven a useful tool for educators, offering experiential pedagogy in a variety of fields. Predicting the success of a video game in engaging students and motivating them to work with relevant material is problematic. One approach was attempted through administering the Myers-Briggs Personality Type Indicator to 42 high school students and observing subsequent voluntary performance on a popular mathematics video game throughout one semester. Game dynamics matching certain personality elements of the students generally correlated between learning preferences in the classroom and in the online gaming environment. Students who enjoyed group dynamics in classroom settings likewise indicated enthusiasm for the group dynamics in game play. Those students preferring structured learning environments may prefer less open ended virtual learning gaming environments. Since the game incorporated multiple choice questions and rewarded correct choices made quickly, those students with personality styles in which questions are carefully considered before answering suffered in points scored compared to those used to making fast intuitive choices in exam settings. Additional studies, including those with larger populations and different types of video games, are needed for more definite conclusions.
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Chan, Ching-yin Amy, and 陳靜妍. "The new possibilities computer games offer for learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29600169.
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Robertson, Andrew David. "Massively multi-player online role-playing games in the secondary school classroom." Thesis, University of Canterbury. Education, 2007. http://hdl.handle.net/10092/1943.
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This research suggests applications in an instructional design programme
that makes use of Massively-Multiplayer Online Role-playing Games
(MMORPGs) in a classroom setting. The report suggests that teaching
and learning programmes which use MMORPGs should cross curricula
and pedagogical theorems within literacy learning. It hypothesises that
without the clear and effective development of instructional design which
embodies good planning; the involvement and engagement of students in
preparatory work, questioning, rich learning tasks, goal setting and
evaluation, and prospective activities, few school programmes will use
MMORPGs as powerful and engaging learning instruments.
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Welsh, Paul John. "The politics and micropolitics of secondary school reorganisation : context, games and outcomes." Thesis, University of Kent, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244323.
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Andrivet, Sébastien. "Customer research, customer-driven design, and business strategy in Massively Multiplayer Online Games." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39531.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2007.<br>This thesis is a part of an exploration of how the relationships between the customers of Massively Multiplayer Online Games (MMOGs) shape customer experience, and can be used to diminish customer churn and improve customer life expectancy, two critical drivers for any subscription-based business model. MMOGs are a very complex product, with a massive level of interaction within the customer base - in fact those interactions constitute a significant part of the appeal. Thus, MMOGs combine aspects of particularly tough online community management, online customer service, and game design/content creation. To be successful, all of those elements need a fine understanding of the customer, their needs and their virtual 'life' and relationships within the game world. This thesis explores the usefulness of detailed, sophisticated interview to gain a fine understanding of customer needs and of the tools necessary to organize communication with, and among, customers. From this knowledge, it projects examples of strategic thrusts necessary to achieve or maintain leadership within this recent, but very powerful and lucrative, business model.<br>by Sébastien Andrivet.<br>M.B.A.
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Pagnotti, John Charles Jr. "The Effect of Civics-Based Video Games on Middle School Students' Civic Engagement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5366.
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Democratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of participation, they also need to be trained in the processes of mind (Dewey, 1916; 1927). Educational systems in this country have been the traditional place where democratic training has been vested (Spring, 2001). It seems, though, that the methods that educators are using to train young people fail to meet this challenge as voting rates among the youngest citizens (under 30) have never been higher than slightly more than half of eligible voters in the age group. To remedy this situation, Congress and several private civic-education organizations have called for changing curricular approaches to engage more youth. One such method that may hold promise is the use of video game technology. The current generation of youth has grown up in a digital world where they have been labeled “Digital Natives” (Prensky, 2001a). They are “tech savvy” and comfortable with their lives being integrated with various forms of digital technology. Significantly, industry research suggests that over 90% of “Digital Natives” have played a video game in the last 30 days, and business is booming to the level that video games pulled in more money than the movie industry did in 2008 (ESA, 2009). As early as the 1970s, educational researchers have looked at the use of video game technology to engage student learning; however, this research has been limited at best. More recently, educational scholars such as James Gee (2003; 2007) and Kurt Squire (2002; 2003; 2006) have sought to make the academic conversation more mature with regard to using video games as a classroom supplement. This study continues that conversation by using quantitative methods to investigate whether or not different groups of middle school students self-report a greater propensity to be civically engaged as a result of civic-themed video gameplay. The investigator collected data from middle school students who were given access to civic-themed video games to see if there were statistically significant differences in self-reported civic-engagement scores as a result of gameplay. This investigation was conducted at a large, urban middle school in the Southeast region of the United States.<br>ID: 031001528; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: William B. Russell III.; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 111-117).<br>Ph.D.<br>Doctorate<br>Education and Human Performance<br>Education; Social Science Education
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Zalka, Csenge Virág. "Adventures in the Classroom Creating Role-Playing Games Based on Traditional Stories for the High School Curriculum." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1469.
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The goal of this thesis is to develop a template for turning traditional stories into role-playing games for the high school curriculum. By developing 3 sample games based on Greek mythology, Arthurian legends, and a widespread folktale type, I explored the process of creating games that fit the limits of secondary classrooms and can be used to address specific educational standards. The sample games were tested with groups of high school and college students, and the results of the testing sessions evaluated in a narrative case study format. Feedback from the testing sessions was incorporated in the template, the final product of the thesis project. By exploring tabletop role-playing as a form of emergent interactive storytelling, a connection has been created between traditional storytelling and popular culture with the hope of reaching out to new audiences and introducing a stronger interactive element into storytelling in secondary education.
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Al-Washmi, Reem. "Engagement and collaboration in the effectiveness of games for learning primary school mathematics." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33780/.
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Since the arrival of the personal computer in the early 1980s people have been advocating the use of computer games in aiding teaching and learning. However the increasing prevalence of computers in the early years of the 21st century led to the introduction of the idea of the “digital native” – those who were born since the dawn of the age of the ubiquitous computer. It was then argued widely that this generation would now need to be taught using computer games and that conventional education was not working. This view has been modified since but there still exists arguments for the use of computer games in many areas of education. This thesis looks at the potential benefits of computer games in aiding the teaching of mathematics in primary schools. The particular focus of the research has been whether collaborative computer games if properly designed with the learning outcomes encoded in the game mechanic would be more valuable in promoting engagement with mathematics problem solving than other more conventional methods. A number of hypotheses were developed based on the current theories and designed to be tested for validity. To carry out this investigation a number of studies have been undertaken. A literature review was focused on the methods used to teach mathematics in primary schools, the value of collaboration and the use of computer games in education. This was followed up with a study in a primary school to validate the basic findings from the literature review. A user centred design study began with a trial of a commercial game that was meant to promote collaboration in primary school children’s game play to ascertain what components best promoted collaboration. Interviews with teachers and pupils were also used to develop the ideas behind a game that was suitably themed for the age group. This was then pilot tested for playability and usability along with a dice game that had been adapted from some commercially available games for use in a later controlled experiment in which the effectiveness of the game designed was tested against the control with groups of children from the UK Key Stage 2 (7 to 11 year olds). The hypotheses were evaluated against the results of the controlled experiment. The idea that computer games themselves would always work in promoting learning were disproved but the value of games (both computer and non-computer games) as an adjunct to conventional teaching in collaborative settings was shown to be valuable in promoting engagement with mathematics. It was also clear that these games promoted learning among those who were in the group of low achievers in mathematics.
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Pinho, Patricia Moura. "Numeramentalização : olhares sobre os usos dos números e dos seus registros em jogos de práticas escolares na contemporaneidade." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/71272.
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Esta tese tem como problema de pesquisa investigar de que maneira os usos dos números e de seus registros nas práticas escolares operam estrategicamente nas formas de governo do indíviduo na contemporaneidade. Aproximo as contribuições teóricas de Foucault e Wittgenstein, aprofundando a noção de práticas, concebendo-as estreitamente relacionadas às atividades humanas e às formas de vida, instituídas pela linguagem. Para compor o problema e a questão de pesquisa, foram analisados portfólios de professoras cursistas do Programa Pró-Letramento Matemática, da rede municipal de ensino de Canoas/RS, bem como o material paradidático utilizado nos encontros de formação continuada. No decorrer das análises preliminares, foi vislumbrada a possibilidade de se pensar as práticas de mobilização de matemáticas a partir do dispositivo da governamentalidade, focalizando o manejo e o uso das relações quantitativas e de seus registros escritos, suas finalidades e o caráter normativo de sua utilização. Isso vem configurando o que Samuel Bello vem nomeando de numeramentalização, ou seja, a captura do indivíduo, no governo por si e pelos outros nos modos de se dirigir e proceder em determinadas práticas que envolvem números, quantificações, operações e seus registros, sejam elas científicas, escolares, familiares, de compra e venda etc. Na continuidade da pesquisa, foram realizadas observações de cenas de salas de aula, acompanhando uma turma de classe de alfabetização durante o seu 1º e 2º ano do ensino fundamental, no período 2011-2012. Analiso desconstrutivamente as práticas escolares, observando como estas são mobilizadas pela professora e pelos alunos nas atividades realizadas. Também lancei meu olhar, quando pertinente às cenas observadas, aos documentos escolares como planos de estudos e atividades escritas realizadas pelas crianças. As mobilizações de jogos de práticas que ocorriam na escola tornaram-se meu foco de pesquisa, bem como a busca por rastros de outras práticas em tais cenas escolares. O que se delineou filosoficamente, então, a partir de uma problematização indisciplinar das matemáticas, foram os diferentes usos da linguagem, tendo-se como foco os números e os modos como eles operam na vida diária de crianças em processo de alfabetização, não se restringindo este uso aos conteúdos de matemática como campo disciplinar. As práticas escolares se tornam assim um jogo que se baseia em outras práticas. Os deslocamentos semânticos de uma prática a outra, como as de ordenar, numerar e ler tornam essas práticas muitas vezes indistinguíveis, portanto, as mesmas podem ser vistas como jogos. Esses jogos de prática mobilizam jogos de verdade, produzindo e orientando condutas, constituindo as crianças em sujeitos alunos. A manifestação da verdade na sala de aula está presente de diferentes formas, através dos diferentes recursos utilizados pela professora, da sua fala e dos alunos, dos seus gestos, das atividades propostas. O interessante é o jogo que se constitui nos deslocamentos de uma prática a outra. A escola pode problematizar os diferentes jogos de prática de diferentes maneiras e, ao mesmo tempo, se problematizar aos praticar tais jogos.<br>This paper aims at investigating how numbers used in school practices operate strategically to govern the individual in contemporary times. I have drawn on Michel Foucault and Ludwig Wittgenstein, to deepen the notion of practices, taking them closely associated to human activities and ways of life established by the language. To form the problem and the research question, I have analysed portfolios of teachers in the Mathematics Pro-literacy Programme in the municipal schools at Canoas (RS), as well as paradidactic material used in meetings of continuing education. In preliminary analyses I have descried the possibility of thinking of using mathematics from the governmentality device, focusing on the managing and use of quantitative relations and their written forms, objects and the normative character of their use. This has shaped what Samuel Bello called a numeramentality, that is, the individual‘s capture in the self-government and others‘ government, in the ways of guiding and acting in particular practices involving numbers, quantifications, operations and their written forms, whether they are scientific, scholar, familiar, buying or selling. Continuing the research, I have observed classroom scenes, attending a literacy class in its primary first and second year in 2011 and 2012. I analyse deconstructively school practices, noting how the teacher and students use them in activities. I have also observed, when pertinent, school documents such as sillabi and children‘s written activities. Encouraging practice games that used to happen in school have been my research focus, as well searching for trails for other practices in these school scenes. What has been shaped philosophically from a mathematics problem of undisciplined ones, were different uses of language, focusing on numbers and ways in which they operate in children‘s daily lives in their literacy process, not restricting this use to mathematics contents as a disciplinary field. School practices become in this way a game based on other practices. Semantic displacements from one practice to another, such as ordering, listing and reading, make these practices undistinguishable so that they can be seen as games. These practice games mobilise truth games, producing and guiding conducts, transforming children into student subjects. Telling the truth in the classroom is present in different ways by different tools the teacher used, by her speech, and students‘, their gestures, and proposed activities. What is significant is the game that is shaped in displacements from one practice to another. The school may problematise different practice games in different ways, when it practices these games.
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Kuznetcova, Irina. "Video Games as Deweyan Worlds: A Desktop/Mobile VR Game-based Intervention to Improve Visuospatial Self-efficacy in Middle School Students." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1588244345618764.
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Galhardo, Selma. "O ensino do conteúdo jogos na Educação Física : possibilidades e desafios. /." Bauru, 2020. http://hdl.handle.net/11449/192536.
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Orientador: Lílian Aparecida Ferreira<br>Resumo: Ao longo da história, os jogos vêm se estabelecendo como uma das produções culturais da humanidade e suas origens transitam no campo das significações. Por se fazer presente ainda em nossos dias e integrar as manifestações da cultura corporal de movimento, os jogos acabaram se tornando um dos conteúdos a ser ensinado nas aulas de Educação Física. Todavia, muitas vezes, os jogos são concebidos e utilizados apenas como estratégia de ensino para o desenvolvimento de outros conteúdos. Para, além disso, a associação dos jogos com o universo infantil também tem contribuído para tornar invisível este conteúdo no Ensino Médio. Sendo assim, o objetivo deste estudo foi analisar uma proposta de ensino com o conteúdo jogos nas aulas de Educação Física junto a estudantes do Ensino Médio integrado ao técnico de uma instituição escolar pública do interior de São Paulo. A abordagem metodológica empreendida foi a pesquisa-ação, envolvendo a participação da pesquisadora (também professora da turma) e dos estudantes durante todo o processo. Os dados foram coletados por meio de diários de aula; rodas de conversas, captadas em áudio e questionários. Os participantes foram 35 estudantes de uma turma de segundo ano do Ensino Médio. Os resultados nos remeteram a dois eixos de análises: 1. Jogos: memória e compreensão no desenvolvimento do conteúdo, interesse e participação dos estudantes nas aulas de Educação Física Escolar; 2. Possibilidades e desafios no desenvolvimento dos jogos enquanto conteúdo... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: Throughout history, games have been established as one of the cultural productions of humanity and its origins go through the field of meanings. Because it is still present today and integrates the manifestations of the body culture of the movement, games ended up becoming one of the contents that will be taught in Physical Education classes. However, games are often designed and used only as a teaching strategy for the development of other content. In addition, the association of games with the children's universe has also contributed to hide this content in high school. Therefore, the objective of this study was to analyze a teaching proposal with the content of the games in the Physical Education classes with high school students integrated with the technician of a public school institution in the countryside of São Paulo state. The methodological approach carried out was a research-action, which involved the participation of the researcher (also a teacher in the class) and the students throughout the process. The data was collected through class diaries; conversation wheels, captured on audio and questionnaires. Participants were 35 students from a second year high school class. The results led us to two axes of analysis: 1. Games: memory and understanding in the development of content, interest and participation of students in physical education classes at school; 2. Possibilities and challenges in the development of games as school content for Physical Education. Memori... (Complete abstract click electronic access below)<br>Mestre
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Monsarrat, Jonathan Graves 1968. "Adapting massively multiplayer Internet computer games to the mainstream market : a business plan for Turbine Entertainment Software." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/32707.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2001.<br>Vita.<br>Includes bibliographical references.<br>Massively multiplayer (MMP) games are the most lucrative segment of the Internet gaming market, which is the fastest growing segment of the entire computer game and videogame market. Currently, the MMP game market is dominated by three game developers: Turbine Entertainment Software, Verant, and Origin, a division of Electronic Arts. MMP games are costly to build, and require cutting-edge technology and ongoing support. However, in addition to the retail revenue that standard computer games earn, MMP games also bring in a monthly fee from each customer. Unfortunately, while large, the MMP game market is limited because only avid computer gamers value the MMP game experience enough to pay monthly fees. However, in the United States alone, 100 million people play board games and card games, creating an enormous market for leisure computer games like chess, checkers, and blackjack. Companies like Uproar, Gamesville, and Pogo.com have capitalized on this opportunity. Their mainstream customers demand to play for free, so these companies make a profit through web advertisements, keeping their costs down, and high volume. These game are not massively multiplayer. There is an opportunity to combine the two fields - to make a MMP game that has mainstream appeal. For a company like Turbine Entertainment Software, whose successful game Asheron's Call - written for avid computer garners - has dominated the MMP game market, is this a real opportunity? What are the customer appeal factors, industry drivers, and market trends that would make this hybrid game a success? What are the vertical channels and partnering opportunities that will allow Turbine to self-publish its games, host a web site portal, and own the customer relationship directly instead of through a third party? Can Turbine become a highly valued "hot" Internet company? This thesis is a business plan that lays out the market opportunity, a strategic vision for Turbine, a competitive study, company management, and an action plan including risks. This business plan will be used for due diligence for Turbine's next strategic round of financing.<br>by Jonathan Graves Monsarrat.<br>M.B.A.
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Peng, Li-Wei. "Digital science games' impact on sixth and eighth graders' perceptions of science." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242314657.
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Leitch, Mitchell R. "One-Handed, Two-Handed, Wii-Handed? The Effects of Different Types of Interfaces on the Ability of Middle-School Students to Learn from Educational Video Games." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1219441254.
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Tuğsal, Fatma Kübra. "Examination of primary school children's playing habits through digital puzzle games, and the impact of non-educational commercial puzzle games on the development of logical thinking in primary school children : An ethnographic case study with Supaplex." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-16176.
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Supaplex is a single player video-game released at the beginning of the 90's which known as a challenging puzzle game developed for MS-DOS and Amiga. Although Supaplex did not get an intense interest and did not become a "POP" icon like PacMan or Super Mario or Sonic during the 90's, it was quite popular among people who like puzzle games such as Boulder Dash. This paper aims to revive this nostalgic video-game and show if Supaplex help to improve the development of logical thinking in primary school children. This paper examines how can Supaplex effect on primary school children's way of developing problem-solving techniques. Moreover, this case study examines primary school children's playing habits at their own homes. The paper is based on an ethnographic case study in which I collaborated with a Turkish family to let their children play Supaplex at their home as a spare-time activity approximately five-month long period. During this five-month period, I went to their home and played Supaplex with the triplets.
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Matsui, Regina. "1. Jogos Escolares Brasileiros da Confederação Brasileira de Desportos para Cegos : um estudo de caso." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275221.
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Previous issue date: 2007<br>Resumo: A pessoa com deficiência visual possui um atraso no seu desenvolvimento motor, em decorrência das poucas oportunidades que elas possuem ao longo da vida. Nesse sentido, sabemos da importância da prática de atividade física para essas pessoas, tendo em vista que ela contribui para o desenvolvimento global da pessoa. As informações retiradas do meio e a aprendizagem de gestos e habilidades motoras contribuem na formação e no desenvolvimento motor dessas pessoas. Na busca de possibilitar essas práticas, em específico as modalidades esportivas paraolímpicas, a Confederação Brasileira de Desportos para Cegos ¿ CBDC realizou o 1º Jogos Escolares Brasileiros para crianças e jovens com deficiência visual em idade escolar. Esse evento é o tema principal do nosso trabalho e temos como objetivo, estudar, avaliar e documentar o Iº Jogos Escolares Brasileiros da CBDC, realizado na cidade de São Paulo, no período de 12 a 15 de novembro de 2004. A metodologia utilizada foi a pesquisa descritiva, sendo especificamente um estudo de caso e, como instrumento de pesquisa, utilizamos a análise documental feita através da análise de relatórios, projetos e ofícios da CBDC, relacionados a esse evento. Assim, analisamos e avaliamos (discutimos) o processo pedagógico e técnico utilizados nas modalidades de atletismo, goalball, natação, judô, futebol B1 e xadrez; o processo histórico dessas modalidades no Brasil; o papel político-social desse evento junto às instituições, a CBDC e o Comitê Paraolímpico Brasileiro - CPB e, por fim, o papel das instituições de ensino superior enquanto agentes influenciados e influenciadores pelas manifestações culturais e esportivas, para e pela sociedade. Observamos então que esse evento teve um caráter principal de proporcionar a ¿vivência¿ esportiva em algumas modalidades, porém pedagogicamente e tecnicamente as condições dos alunos/atletas foram respeitadas. Quanto ao processo histórico, apesar desse evento não exigir de fato o alto rendimento, esses jogos contribuíram para a detecção de novos talentos e, assim, para a formação de atletas de base. Notamos também que as políticas das instituições foram respeitadas e os órgãos máximos, no caso CBDC e CPB, buscaram e buscam cumprir com os objetivos e deveres em relação ao desenvolvimento de eventos voltados para o desporto escolar. Pudemos notar que esses eventos tem contado cada vez mais com a participação e envolvimento de universidades, demonstrando que atualmente essa área do esporte adaptado está abrindo espaços para discussões nas mesmas, pois oferece estudos referentes a ela, em cursos de especialização, mestrado, doutorado e nas disciplinas da graduação. Por ter sido o 1º Jogos Escolares da CBDC, muitos pontos merecem reflexão, como a forma trabalhada, as regras adotadas e o cumprimento de seus reais objetivos. Assim, esperamos que essas análises e documentação aqui registrados, possam contribuir na realização de eventos futuros<br>Abstract: People with visual impairment have a delay in their motor development due to the lack of opportunities throughout life. Thus the importance of the practice of physical activities for this group of people since it contributes to their global development. The information drawn from the environment, the learning of gestures and motor skills contributes to the formation and motor development. Seeking to make these practices possible, especially the practice of Paralympic sports, the Brazilian Blind Sports Confederation ¿ CBDC held its 1st Brazilian School Games, for youngsters ¿ in school age - with visual impairment. The above mentioned event is the theme of our work and our objective is to study, evaluate and document the 1st Brazilian School Games held by the Brazilian Blind Sports Confederation in the city of São Paulo from November 12 to 15, 2004. The methodology used was descriptive research, more specifically a case study, and as research tools we used the documental analysis of reports, project and official letters of the CBDC related to the event. We analyzed and evaluated the technical and pedagogical process used in the sports of athletics, goalball, swimming, judo, football 5-a-side and chess, as well as the historical process of these sports in Brazil; the social-political role of the event to the associations affiliated to the CBDC, to the CBDC itself and to the Brazilian Paralympic Committee - CPB; and lastly the role of the institutions of higher education as agents that are influenced and influence cultural and sporting manifestations to and from society. We observed that the main characteristic of this event was to provide a ¿sporting experience¿ in some sports, respecting the pedagogical and technical conditions of the students/athletes. With respect to the historical process, although the event was not focused on elite level, the games contributed to the detection of new talents and therefore to the formation of grassroots athletes; we also noticed that the policies of the several sports entities involved were respected, that the CBDC and the CPB seek to fulfill their objectives and obligations with respect to the development of school sport events. From the analysis of the participation of higher education students we detected that these events have had increased the participation and involvement of universities, demonstrating that the subject of adapted sports is opening spaces for discussions in these institutions since they offer it in their graduation, master degree and specialization courses. Being the event here addressed the 1st School Games held by the CBDC many aspects deserve to be discussed, like for instance, its structure, the rules adopted and the fulfillment of its objectives. We expect that the analysis made and the documents here presented may contribute to the organization of future events of the same kind<br>Mestrado<br>Atividade Fisica, Adaptação e Saude<br>Mestre em Educação Física
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Davis, Donna Z. "Influence of family and community social capital on aggressive parental behaviors at high school soccer games." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010547.
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Chien, Tai-Yun, and 簡岱芸. "Primary school students' critical thinking in tactical games." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3ukwmd.
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碩士<br>國立臺灣師範大學<br>體育學系<br>105<br>Within the increasingly complex and diverse society, it is crucial to develop students’critical thinking and problem solving competencies. The study aimed to investigate primary school students' critical thinking competencies in physical education class through a tactical approach for invasion games learning. Participants were 59 pupils(sixth grade, male=31, female=28). They were divided into experimental group (EG,n=30) and control group (CG, n=29). Pre-test and post-test were conducted through critical thinking ability questionnaires. During the learning cycle, 20 lessons were implemented by tactical approach. For 10 weeks a total of 10 (400 minutes) of the tactical game game mode and skills orientation ball teaching physical education, 10 classes per class for ten weeks. The two-way analysis of variance (ANOVA) of mixed design was used to analyse and compare the scores of critical thinking competencies. In terms of EG, critical thinking behavior assessment observation form was also used to analyze the observational data. Results showed the process of group discussion with relation to critical thinking and the major deferences between EG and CG. The findings of this study were as follows: 1. Tactical game model strategy for the promotion of junior high school students in the "overall critical thinking", "deductive" ability to score has improved significantly.2. Tactical game mode strategy will be divided into red, purple, yellow, orange four groups, and the red team, purple team in the movement of critical thinking ability "deduction" capacity facets significant difference.3. Tactical game model strategy will help the junior high school students in the learning process, through peer group members interaction and discussion analysis run, help children in the critical thinking ability to show.
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PAI, LIN KWANG, and 林洸百. "Effects of the Holding of School Games In Elementary Schools of Taipei County." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/49625294607124823918.
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碩士<br>國立臺灣師範大學<br>運動與休閒管理研究所在職碩士班<br>95<br>The Ministry of Education issue, point 14 of“Regulations of All Schools Physical Education Implementation”, states that: “Various schools should hold entire school games at least once every school year. This research aims at understanding the current status and the effects of entire school games, which are held once every school year, by taking the 210 elementary schools in Taipei County as the subjects and making use of questionnaires with stratified proportioned sampling. With regard to the current status of the entire school games, the physical education coordinators are the research objects. Concerning the effects of the entire school games, the health and physical education teachers are the research objects. They are the means through which is appraised the achievement of every school game objective, in order to discover the effects.
The research also explores and compares: (1)The differences of entire school games effects in elementary schools with different scales. (2)If there are differences in the results of entire school games effects when they are appraised by health and physical education teachers who have different background variables (sex, seniority, educational background) and different assumption duty in entire school games. (3)If the different types of conducting the school games affect the effects. The research discovered that, 91.8% of elementary schools hold a school game every year, and conduct it within a day. All schools have the arrangement committee, and the primary activities are track events. After the entire school games finish, most schools have a critique meeting, but few schools make the achievement report. This research also discovered that: (1)The scale of school at three bearings has the remarkable difference: “to unfold each achievement”, “to provide actual learning situation” and “to communicate and interact with the community.” But it can’t affect the integral effects of entire school games.(2)There are no differences in the evaluation of the entire school games effects when they are appraised by the health and physical education teachers who have different background variables and assumption duty.(3) The different types of conducting the school games affects “training students to obey the rules” and “promoting leisure idea.”
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Wu, Chun-Wei, and 吳俊緯. "The Study of National High School Games Badminton Players." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/24582233306889442119.
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HSUEH, CHUN-CHIU, and 薛春秋. "Technique Analyses of Boxing Games-A Case Study on Women's Championship in the National High School Games." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/an9792.
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碩士<br>國立臺灣體育運動大學<br>競技運動學系碩士班<br>104<br>The study aimed at analyzing techniques developed in boxing games, in the fashion of collecting and videotaping data from female players in the finals of the National High School Games. Thereafter through playing the tapes at a low speed, the practioner used SPSS Statistical Package 12.0 to analyze the examined data. The findings were as follows: 1. The champions drew more punches than the runner-ups. 2. In which to draw from the 12 various types of punches, it merely showed difference between the champions and the runner-ups in straight lefts, right hooks, and left uppercuts from the 12 (p < .05). 3. Drawing more punches was positively related to the possibilities of winning the games, with merely one different case in the light flies. 4. Lightweight champions mainly drew consecutive triple blows and left right straights, whereas the runner-ups drew straight rights. Middleweight players mainly drew straight lefts, whereas the runner-ups drew consecutive triple blows. Heavyweight players mainly drew straight rights, whereas the runner-ups drew the straight lefts. Based on the data and analyses, the study found that it remained indecisive and tricky to draw a specific conclusion on in which round to draw more punches, with merely the champions drawing more straight lefts to detect and thus manage the distance between herself and the opponents to fetch herself chances to win. With more trials in drawing more punches in the 10-point must system, the players would seemingly develop better physical and mental strength on attacks, which challenged the traditional ways of strategy management in boxing games.
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Jou-hsiang, Wang, and 王柔翔. "Effects of school-environment E-learning games on Students’ School Identity and Environmental Awareness." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/77346708737993653739.
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碩士<br>國立臺北教育大學<br>自然科學教育學系碩士班<br>97<br>This study developed an educational computer game to explore the effect of student’s School Identity and Environmental Awareness among conventional teach, “School-Based E-learning (SBE) and “Non School-Based E-learning (NSBE).
Ninety-four fifth-graders from three classes in two middle-sized elementary schools participated in the study. Both quantitative and qualitative studies were adopted in this study. Instruments of this study included “Questionnaire of School Identity” and “Questionnaire of Environmental Awareness”. Statistics methods used including “descriptive statistics”, “t-test” and “one-way ANCOVA” .In addition, teacher’s class observation and student’s interview information were collected and analyzed. The major findings of this study are as following:
1. The School Identity of students from SBE are significantly superior to that of the students from NSBE in the dimensions of “the identity of natural scenery”, and “the identity of social life”.
2. The Environmental Awareness of students from SBE are significantly superior to that of the students from the control group whether in total scores or in the dimensions of concerns, discoveries, and reflections of the environment.
3. The advantages of SBE are to promote students’ learning motivation and to help students observe plants in the school environment. SBE can provide teachers with another choice of teaching in the future.
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CHEN, JO-HSIN, and 陳若杏. "Study on the Promotion of Primary School Children's Concentration Through Games." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/yf2n33.
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碩士<br>南開科技大學<br>電子工程研究所<br>106<br>Abstract
This thesis uses action research to analyze the influence of the game modes of concentrating games on the attention of elementary schoolchildren. To know the students' attentiveness while studying in class. This study is based on the first grade, second grade and third grade in a certain country as the research object. Subjects were asked to write a focused game training exercise sheet daily for a period of three months. The "Multidimensional Attention Test" was conducted before and after the implementation of the focus game training. To understand the performance of students after their attention-getting game training.
The results of this study are as follows：
1.In the selective attention, most of the students have made significant progress.
2.In the separation of attention, the relative no significant improvement.
3.In terms of continuous attention, slower learners, less attentive, easily distracted classmates, and very progressive progress.
Overall, the training book for the dedicated game book is a progressive one for children in terms of concentration
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CHEN, YI-YING, and 陳憶瑩. "Data Visualization in Sport-Taking National High School Games for Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/a4ums6.
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碩士<br>國立中正大學<br>運動競技系運動與休閒教育研究所<br>106<br>The purpose of this study was to explore sports performance, athletic somatotype, representative county and ethnic group, which was applied by the data visualization technique. The data was collected by National Sports Talent Database - the sports records of 2017 National High School Athletic Games. The sports categories would separate into aquatic sports, athletic sports, martial-art sports, ball sports. The raw data included 14 variables as name, birth place, BMI, representative county, ethnic group and so on. The software of Power Business Intelligence (BI) was applied to analyze data visualization. The results of this study were as follows:
1.The aspect of sports categories with Body Mass Index (BMI): the value of BMI was showed on linear declining in men’s short, middle, long distance on aquatic sports. The BMI value was showed that men’s style of freestyle <backstroke <breaststroke <butterfly, and women’s style of breaststroke <freestyle <butterfly <backstroke; on athletic sports, it was presented orderly lower ranking from weightlifting <archery <track & field < gymnastics and there are indicated a linear declining within weightlifting levels; on martial art sport, aboriginal athletics was higher BMI than non-athletics; on ball sports, it was quite closely BMI value on average among badminton, table tennis, and tennis.
2.The aspect of sports categories with county’s sports performance: on aquatic and athletic sports, northern area including Taipei city and New Taipei city got most of medals and golden medals; on martial art sports, northern area including Taoyuan city, New Taipei city, and Taipei city got more than hundred medals; on ball sports, there were excellent performance among northern area- Taipei, New Taipei city, southern area- Tainan city, Kaohsiung city, and middle area- Yunlin city.
3.The aspect of sports categories with aboriginal: on aquatics sports, aboriginal athletics got 8% medals which distribute on northern area- New Taipei city, and eastern area- Hualien city; on athletic sports, they got 18% medals (weightlifting, track& field, archery, gymnastics distributing on eastern area-Yilan county, Hualien county, and Taitung county; on martial art sports, it got 20% medals including Judo, Wrestling, Karate, Taekwondo, Boxing, Shooting, and Martial Art, which distributing on Nantou county, New Taipei city, Taitung city; on ball sports, it got 4% medals from Tennis distributing on northern area-New Taipei city and Hsinchu city.
This study was applied data visualization technique and utilized the raw data of 2017 National High School Athletic Games by National Sports Talent Database. Among aquatic, athletic, martial art, and ball sports categories were indicated clearly results from BMI, area (county, city), and aboriginal sports performance by using data visualization technique to enhance the features and of sport records for 2017 high school athletic games conveniently.
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Chen, Chih-Hao, and 陳志豪. "Middle school Science Teachers’ Perception and Acceptance of Serious Educational Games." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/79848165599598694213.
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碩士<br>國立彰化師範大學<br>生物學系<br>101<br>This study includes two parts. The first one is using a self-developed questionnaire, Teachers’ Perceptions of Serious Educational Games (SEGs), to investigate if there is any difference in middle school science teachers’ perceptions toward the use of SEGs in science classrooms in terms of different demographic background and experience. A total of 299 middle school science teachers who had previous experience in using SEGs in science classrooms were recruited. The results indicated that no significance was found in perceptions of SEGs among teachers with difference demographic background including sex, age, years of teaching experience, educational level, and the locations of schools. However, teachers’ previous experience of using SEGs had a significant impact on their perceptions (F=2.32, p=.01). Namely, the more previous experience of using SEGs in science classrooms teachers had, the more positively they perceived SEGs as a useful teaching and learning tool. The second part is to examine teachers’ acceptance of using SEGs. The questionnaire, Teachers’ Acceptance of Serious Educational Games, which was modified from previous studies on Technology Acceptance Model (TAM) was developed. The responses of 622 middle school science teachers were collected and a hypothesized model with second-order structures was tested by confirmatory factor analysis (CFA) and structural equation model (SEM). The results indicated that a good fitness of this model was obtained. The hypothesized pathways in the model were accepted. Namely, teachers’ technology use and innovation positively influenced their acceptance of SEGs (r=.39, p<.00) and perceived teaching efficiency (r=.46, p<.00), and perceived teaching efficiency positively influenced acceptance of SEGs (r=.56, p<.00). The proposed model explains 67% of the variance in teachers' acceptance of SEGs. Based on these results, conclusions and suggestions for future
work are presented.
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沈桂珍. "Integrating Games into Multiplication Teaching for Second Graders in Elementary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/93248751466414425465.
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碩士<br>臺北市立教育大學<br>數學資訊教育學系數學資訊教育教學碩士學位班<br>99<br>Abstract
The objectives of this study were to examine the effects of integrating games into multiplication teaching to second graders in elementary school and to investigate the difficulties encountered while teaching, as well as the process of finding solutions. Action research method was adopted in this study. In order to understand the effects of games and student responses, five math games were integrated into two phases of teaching, using picture writing, activity sheets, worksheets, and students’ and parents’ feedback as primary methods for data collection.
From the researcher’s perspective, the study revealed the following findings. Through “learning by playing”, the context in math games coupled with playing with real objects greatly enhanced students’ concept of multiplication and learning by meaningful thinking. Games closely linked to teaching goals not only enlivened teaching content and otherwise boring practices, but also improved students’ mathematical ability. Grouping students during games cultivated students’ spirit of cooperation and sense of group honor. Integrating games into multiplication teaching increased students’ motivation and interest in learning, cultivated students’ multi-abilities in math, language and drawing, while enhancing the parent-student-teacher relationships.
Keywords: Integrating Games into Teaching、Mathematical Games
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Joseph, Dolly Rebecca Doran. "Middle school children's game playing preferences : case studies of children's experiences playing and critiquing science-related educational games /." 2005. http://wwwlib.umi.com/dissertations/fullcit/3177481.
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Chen, Chen-Yu, and 陳振煜. "106 National High School Athletic Games freestyle wrestling of high school men's group Score analysis and discussion." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/97r386.
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碩士<br>臺北市立大學<br>競技運動訓練研究所碩士在職專班<br>106<br>Purpose：The study aims to analyze the main scoring techniques, technical movements and preparatory action among high school wrestlers in Taiwan, investigate how lightweights, middleweights and heavyweights differ in these aspects, and research into the differences between the elite group and normal group in terms of their scoring techniques and the preparatory action. Method: After National High School Athletic Games, the data was collected based on the films provided by the committee and was analyzed by using the video-based observation and analysis method. The participants are 99 male contestants of different weight classes in Freestyle wrestling. With Inter-observer agreement analysis, the data was quantized and used to perform statistical analysis. Results: The percentage of the 2-point scoring techniques was the highest for wrestlers of all weight classes; Rool and passing behind were used most frequently. No significant difference in the elite group and normal group was reported. Besides, according to the statistical analysis, the greatest percentage of the scoring techniques was the ones with preparatory motion for the wrestlers of all weight classes, with the highest percentage of “upper-body control and press” for 4-point techniques and “counterattack after defense” and “consecutive scoring” for 2-point techniques. The results were not significantly different for the elite group and normal group. Conclusion: The findings demonstrate that wrestlers should switch between techniques of defense and attack continuously, with the 2-point techniques as the main scoring skills. Also, it is easier for wrestling athletes to score by using attack techniques with preparatory motion (real attacks after fakes).
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CHEN, HSIU-MIEN, and 陳秀綿. "Study on After-School Math Program Integrated with Games for Third Graders." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/66629932002697830313.
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碩士<br>國立臺中教育大學<br>數學教育學系<br>98<br>The thesis is to study how implementing games into after-school learning programs designed for the mathematics class of the third graders affects their learning results. It mainly discusses how the learning results of third-grade minorities are affected by the methodology of using games in the after-school mathematics program. The study is based on purposefully sampling. Eight minority students were select from the third graders of an elementary school in Chang-Hua country to be the experimental group. Another seven students qualified with assisting requirements were selected from the third graders of another elementary school in Chang-Hua to be the controlling group. The data was analyzed with SPSS12.0.
We draw the following conclusion.
1.After implementing games in teaching mathematics, the average marks were 18.25 for the experimental group and 13.57 for the controlling group.
2.After implementing games in teaching, there has been a distinctive difference in the test marks of the experimental group and the controlling group, which proves that this methodology is effective.
3.Compared with the test results before and after the methodology, a distinctive difference in tests results was also demonstrated, which indicates that students in the experimental group show the improved understanding of mathematics concepts by t test.
4.Students demonstrate higher interest and willingness in learning mathematics when games were used. The methodology confirms the positive effect of learning with fun.
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Wu, Cai-Ling, and 吳采陵. "Senior High School Physical Education Teacher’s ProfessionDevelopment for Teaching Games for Understanding." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/88517399789323159807.
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碩士<br>國立臺灣師範大學<br>體育學系<br>105<br>The purpose of this study was to understand relating to the teachers’ professional development process while implementing TGfU in their schools. Through the professional learning community(PLC) was used as a way of the professional development for teachers to participate in.Two case teachers were willing to participate in this teachers’ profession development. Semi-structured interviews, participant observation, and lesson study were adopted to collect data. Then, the data were analyzed inductively by using constant comparison method.Result : Teachers implement the TGfU approach and situation in their PE class. After joined the PLC,Teacher’s knowledge and professional skill is constructed, but obstruct is the question skill , question quality ,theory and practical can’t variant, and student’s learn ability isn’t upgrade. Conclusion:PLC is good to teacher implement TGfU, and PLC can supported teacher.Advise: We hope to organiz about the TGfU’s PLC in intramural or school by school, and they can discuss, make self-examinatio and conversation. Further follow-up studies, we can discuss about design , question and achievement test in TGfU.
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TANG, MENG-NING, and 唐孟寧. "Using ZMET to Explore the Application of Tabletop Games in Elementary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/39532319490445206996.
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Huang, Ho-Yuan, and 黃合圓. "Online Games Addiction, Aggression and Related Factors of Junior High School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/40796426756209434144.
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碩士<br>大葉大學<br>教育專業發展研究所碩士在職專班<br>97<br>This research attempts to define the statistical distribution using the involvement of playing online games, online game addiction, and aggressive behavior for junior high school students with different social background. The correlation among the parental variables, the involvement of playing online games, online games addiction, and aggressive behavior are also investigated. The online game addiction based on the social background , the parental variables, and the involvement of playing online games is also analyzed. The aggressive behavior based on the social background , the parental variables, the involvement of playing online games, and the online game addiction is also analyzed
The research is conducted through survey on six hundred and eleven public middle high school students at three different regions (north, central, and south) of Taiwan. The summary of this research regarding adolescents is listed below:
1. Genders of the junior high students play a role in playing online games, kinds, playing hours per week, the spend per month, and companions. Grades of the junior high students play a role in the hours of online games per week. Studies performance of the junior high students play a role in playing online games, playing for years, the hours per week, the spend per month, and the companions.
2. It is possible to predict online game addiction based on playing hours per week, the spend per month, and the companions, genders, grades, studies performances, the opinions of games from parents, and the years of the gamer playing. It is possible to predict the aggressive behavior based on forcing to play online games, genders, the places, and the spend per month.
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Chih-Long, Shen, and 沈姿蓉. "A Study of Incorporating Games into English Alphabet Instruction at Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/17880807940909871547.
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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>95<br>ABSTRACT
The purposes of this study aimed to explore the real condition and effects of alphabet game teaching by incorporating nineteen games into English alphabet instruction for the third grader, and to investigate the difficulties in the process and the solving methods. Based on a case study, the subjects were 34 students in a third grade class taught by the researcher. Throughout one-semester research, the data were collected and analyzed by means of classroom observation, interviewing the students, reflective journal, and document analysis.
The results and findings of this study were as follows:
1.By incorporating games into English alphabet instruction, the researcher found out the interaction between the teacher and students, students’ reaction on English learning, and their performance different to normal English class.
2. Putting the game teaching of alphabet into practice had eight significant advantages both on teaching and learning aspects:
(1) Promoting the students’ participation in English learning.
(2) Lowering IRE model in traditional English class.
(3) Increasing interaction between the teacher and students.
(4) Promoting students’ communicative competence.
(5) Examining learning impacts, and achieving the objective of practice repeatedly.
(6) Accelerating the students’ intellectual development.
(7) Improving social ability.
(8) Elaborating the multi-intelligence.
3.The researcher encountered and finally solved some difficulties in alphabet instruction, great level differences among students, and game teaching.
Based on the results, the suggestions for English instruction and further study were proposed.
Keywords:game teaching,English alphabet instruction,case study
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Huang, Hsiu-Ling, and 黃秀玲. "Research on the Application of Digital Games in High School Program Language Teaching." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2duxyc.
Full textAbstract:
碩士<br>國立臺南大學<br>數位學習科技學系數位學習科技碩士在職專班<br>105<br>This study mainly discusses about the differences between the effectiveness and attitudes of the game teaching materials and the traditional teaching materials in the learning of program language of high school students. At present, there are no positive or negative consistency views in domestic and foreign researches on the game used in the teaching process whether there is a significant impact, or the use of differences in the results of the subjects.
The program language courses are not only a series of solutions to the problem-solving process, but also the best way to train logical thinking. That is the students will be able to cultivate their observation and thinking ability through the constructive learning, and the systematic courses, However, the students encounter learning frustration not only it is a not-study subject but also because of the failure in other subject’s learning.
Therefore, this study will use the game teaching materials and traditional teaching materials in the eleventh grade students (a total of 127). Using the Python language for the teaching content, and through the program language pretest and program language after-test results, accompanied by ANCOVA testing the difference of the effects of the teaching style of the teaching materials, students learning performance is analyzed. At the same time, the learning attitude questionnaire is used to try to summarize the reasons for the differences of students' attitudes towards learning.
However, after the above research, the result is no significant difference in the program language courses with the game teaching materials and with the traditional teaching materials there is, but according to further analysis of the results, if the concept of the game is set in a scene and uses the traditional teaching to give students concepts and problem-solving methods, it can effectively improve the learning efficiency. Therefore, the application of the game in the teaching materials is one of the good ways to raise students willingness to learn program language.
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Huang, Yu-Shan, and 黃于珊. "An Action Research of Chinese Remedial Instruction by Games in Junior High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/g9cw99.
Full textAbstract:
碩士<br>國立臺灣海洋大學<br>教育研究所<br>105<br>The purposes of this study were to design games for junior high school Chinese and discussed the influnces of learning effects of remedial instruction for students by games. The games are designed through the pilot study, teaching observation, and data collection and modified by students’ playing games.
After several times of amendments, the author developed six games of “Six categories UNO”, “Chinese Characters Speed”, “Part of speech Bingo”, “Sentence pattern UNO”, “Missive combination”, and “Inscription Bingo” which corresponding to “the structure of Chinese characters”, “the Evolution of Chinese Characters”, “Part of speech”, “Missive”, and “Inscription”, respectively.
It is found that most students learned very well by playing these six games. Furthermore, the students’ feedback shows these games can enhance their interest to learn.
The result of this thesis concludes that:
1. The game design should consider the feasibility practiced in school class.
2. The game design should provide the opportunity for students to
3. The game design should take care of factors of knowledge and luck.
4. The game design should provide instant feedback
5. The game design should provid various difficulties for students to practice.
The advice of this thesis that:
1. Design instresting and challenging games.
2. Develop more games for students and teachers to use.
3. Encourage low achiever students to join Remedial Instruction.
4. Create teacher’s community and share the teaching resources.
5. During game learning, teachers must understand the effective strategy.
6. Teachers may attend the study camp of game learning.
7. The success game design can be published for more students and teachers.
8. The future study can focus on the difference between learning effectiveness and learning attitute in game learning.
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Chuang, Yun-Chi, and 莊芸綺. "The Effects of Digital Storytelling Games on High School Students\' Critical Thinking Skills." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7y2953.
Full textAbstract:
碩士<br>國立臺灣科技大學<br>數位學習與教育研究所<br>107<br>This study used Ren’py as its research tool and explored the performance of digital game-based learning on high school student’s critical thinking skills, self-efficacy and cognitive load. It was conducted in two public high schools in Taiwan. A total of 46 students joined in a nine-week "Thinking Utopia" course.
Results from pre- and post-tests revealed no significant differences between students’ critical thinking skills. Further analysis found a slight progress within "had discussion group" and a significant regression within "no discussion group". From the perspective of collaborative learning, some groups could use the critical thinking skills like "interpretation, evaluation" in group discussions, and generated mutual thinking, evaluation, persuasion. However, some groups only discussed how to distribute the Work, lost the opportunity to discuss critical thinking, resulting in students' different learning outcomes in critical thinking.
Furthermore, there is no significant differences between students’ critical thinking self-efficacy. From the perspective of the relationship between cognitive load and critical thinking skills test, it could be found that the overall and internal cognitive load of "no discussion group" were significant negative correlation. According to qualitative interviews, students were confused about the definition and concept of critical thinking skills, which lead to an increase in internal cognitive load. In addition, because time was not enough for students to learn two kinds of high-level thinking at the same time - critical thinking and programming language, it also caused a burden on learning.
Nevertheless, from the qualitative feedback of the students, this research design could effectively promote their critical thinking in the process of writing game scripts and designing critical thinking questions. Other than this, it could effectively improve students' communication skills, problem solving, and media interpretation ability.
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HUANG, SHU-JUNG, and 黃書瑢. "An Action Research of Integrating Board Games into Elementary School Student’s Rhythm Learning." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/zyenz6.
Full textAbstract:
碩士<br>國立臺南大學<br>教育學系課程與教學碩士在職專班<br>107<br>An Action Research of Integrating Board Games into Elementary School Student’s Rhythm Learning
Student: Shu-Jung Huang Advisor:Professor Hsu Chi-Sui
Master’s Program of Curriculum and Instruction,
Department of Education, National University of Tainan.
ABSTRACT
This research aims to explore the situation of music class combine board games to students learning rhythm in national primary school. It is hoped that the integration of board games will enhance the diversity of teaching and the learning outcomes of students. In addition to understand whether the students basic ability of rhythm after the implementation of the course is growing up, and exploring the changes in teacher professional development in the process of designing and implemen on this course.
This study adopts the action research method, and the researcher teaches the fourth grade students of the Miaoli City Cultural Elementary School (a pseudonym) as the research object. There are 14 boys and 12 girls in the class, a total of 26 students. Conduct an eight-week course with one class per week. The course content includes the teaching content and researcher-made board games in Art and Humanities which was written by Kangxuan Edition of the third grade in 106 Year and the fourth grade in 107 Year of semester textbook. Because this study is a qualitative study, it uses a variety of data for induction and analysis, including student interview data, test results, the researchers own record and introspective log, collaborative observers and expert teachers classroom records, photos of teaching activities and film of teaching.
After the end of this research, the researcher takes the following conclusions on the use of self-made board games with the rhythm teaching of music lessons, the impact on students, and the self-growth of teachers.
1.The integration of board games into the rhythm teaching of music lessons, the teachers control of class activities and the setting of teaching materials are all factors that must be considered when designing activities.
2.The integration of board games into the rhythm of music lessons has a certain degree of help for the results of students rhythm learning.
3.After using the board games into the rhythm teaching of the music class, the students motivation for learning the rhythm is obviously improved, and the children with low achievement can learn the rhythm more actively.
4.Teachers can make their teaching more comprehensive from the process of designing the board games, and they can better understand the benefits of designing the curriculum with students as the center.
Finally, the researcher makes some suggestions which is based on the conclusions obtained from this action research, which will provide researchers the reference materials in the future.
Key words: Board Games, rhythm teaching, action research
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LI, SIOU-JYUAN, and 李秀娟. "Action Research on Integrating Games into English Teaching by an Elementary School Teacher." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/92tjh4.
Full textAbstract:
碩士<br>國立臺中教育大學<br>教師專業碩士學位學程<br>107<br>Taiwan has been implementing English education for a long time, but its ranking in the global English proficiency index has continued to decline. To improve students’ English learning performance, enhancing their learning motivation is necessary. Because integrating games into English teaching is regarded as an effective way to improve students’ English learning motivation, many elementary school teachers have been applying said method with the objective of elevating students’ motivation and thereby facilitating their English learning. However, the actual effect of integrating games into English courses merits further in-depth research. This study explored the teaching process implemented, problems encountered, adaptive strategies adopted, students’ learning performance, and teachers’ self-reflection when integrating games into English courses.
An action research method was employed to select 18 participants, who were Grade 5 students (in Class A) studying in an elementary school in Yunlin County. This study used games provided by or co-invented with co-researcher or referenced local games before adapting and using these games. The games were incorporated in the classes twice a week for eight weeks. Subsequently, teaching video recordings, teaching notes, classroom observation records, learning feedback forms, student interview records, English learning tests, and English learning motivation scales were used to collect and analyze the participants’ learning performance. The results indicated that integrating games into English teaching had a positive impact on students’ English learning performance. Furthermore, the effective plans and strategies can help to resolve the problems faced on integrating games into English courses. Integrating games into English teaching can indeed improve students’ learning performance; however, the content and setting of the games must be carefully arranged to achieve optimal outcome. This was why throughout this study the researcher constantly modified game contents according to the feedback and reactions of co-researcher and students, using them as a basis for the second round of teaching. In addition, the researcher studied the problems noted on site in-depth to facilitate professional development.
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HUANG, CHE-WEI, and 黃哲尉. "A Study of Teaching Games for Understanding on Basketball for Elementary School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/74951948081500942373.
Full textAbstract:
碩士<br>育達科技大學<br>休閒事業管理系碩士班<br>104<br>This study aimed to understand the effects of Teaching Games for Understanding (TGfU) of basketball in elementary Schools. The participants were 26 sixth-grade students in Miaoli,Taiwan.. The teaching experiment lasted for 8 weeks with two teaching hours a week,.Of 16 classes,2 classes are for pretests and posttests respectively. The quantitative data from tests was analyzed by paired-samples t test, and the qualitative data was collected through students’ interviews and teaching introspection of each class. This study investigated the effects of learning basketball by TGfU, and discussed students’ learning progress and teaching introspection during TGfU curriculum. Results of the research were listed as followings:
1. The lessons of TGfU curriculum. on basketball could improve the learning effects on students’ game performance.
2. Students’ learning progress on cognition, affection, skills and game performance could also be improved.
3. The teacher solved problems after teaching introspection on objective tactics, curriculum design and observation in class.
The suggestions relatived to applying TGfU approach and future researches were provided, and expected that TGfU would be applyped widely to other sports.
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Lin, Tse-An, and 林則安. "The Analysis of Using Card Games for Junior High School Students' English Learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/93239531948522457473.
Full textAbstract:
碩士<br>國立雲林科技大學<br>應用外語系<br>104<br>The purpose of this study is to assess the effectiveness of a series of English instructional card games on the eighth grade students in paying attention in class, speaking ability, grammar conception, increased interest, and achievement. Four eighth junior high school students participated in this study. During ten weeks of card games instruction, students were taught how to use vocabulary they had learned to construct sentences. Before the instruction started, students were given a pre-questionnaire and a brief English interview to target students, who liked card games, teamwork, and happy learning environment. The four target students played four instructional card games from easy to difficult to improve their grammar over ten weeks. The teacher used a checklist with scoring formulas as the worksheet to record students progress while students played and marked students weak points. The final class ended with a group interview to understand what effect the games had on students and to what degree the students liked these games. The data was analyzed according to radar chart, coding, categorization, description, and interpretation scheme. The findings of this current study are that the instructional card games improved the students' paying attention in class, speaking ability, grammar conception, and increased their interest, and achievement especially the students with lower English proficiency. Moreover, after ten weeks instruction, students significantly improved grammar internalization and oral expression. In conclusion, the series of instructional card games is helpful to students' paying attention in class, speaking ability, grammar conception, and increases students' interest, and achievement.
Keywords: instructional card games, EFL games, peer interactions
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Cheng, Wei-Teng, and 鄭煒騰. "A Study on Tainan Elementary School Teachers’ Cognition and Attitude of Online Games." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54491672719778818568.
Full textAbstract:
碩士<br>台南應用科技大學<br>生活應用科學研究所<br>99<br>The main purpose of this study was to explore the Tainan elementary school teachers’ cognition and attitude of online games. The research method was investigation into subjects’ understanding and feeling about online games and the used instrument was a questionnaire. The subjects of this study were the Tainan elementary school teachers. The methods of data analysis were t-test, ANOVA, Pearson product-moment correlation and so on.
The findings of this study were listed as followed:
1. The online games’ cognition and attitude of male teachers worked in Tainan elementary schools were significantly higher than that the female teachers of Tainan elementary schools had.
2. The online games’ cognition and attitude of Tainan elementary teachers who were less than 30 years old were significant better than that the teachers who were more than 30 years old had.
3. The online games’ cognition and attitude of Tainan elementary school teachers who have played online games were significantly higher than that the teachers who haven’t played online games had.
4. Tainan elementary school teachers who had online experiences at home had better attitude toward online games than those who hadn’t online experiences at home.
5. There was significant positive correlation between Tainan elementary school teachers’ cognition of online games and their attitude toward online games.
Keywords: elementary school teachers, online games, cognition of online games, attitude toward online games
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Wu, Tu-Heng, and 吳篤衡. "The Development of an Online Games Addiction Trend Scale for Elementary School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/23877380843552161215.
Full textAbstract:
碩士<br>國立臺中教育大學<br>數位內容科技學系碩士班<br>97<br>The purpose of this research was to develop an Online Games Addiction Trend Scale (OGATS) for elementary school students. Through literature review, the factors on family background, motivation and personality relating to online game addiction were included to construct the scale. The fifth and the sixth graders were chosen as the sample to do the test for this research. A total of 1480 valid samples were obtained from 22 counties and cities by the rates of their students in Taiwan accordingly. The collected data were analyzed via principal axis factors analysis, t-test, Cronbach α, chi-square test and regression analysis.
The major findings of this research were as follows:
1. The OGATS includes six factors, they were the pressure of self-affirmation index, the extraversion trait index, the pressure of human relation index, the curious motive index, the neuroticism trait index and the escapism index.
2. Gender factor contributing to online game addiction influences grouping. The level of pocket money and the index of time spent on online games were significantly correlated.
3. The reliability of the OGATS six factors is between 0.702 and 0.849. The Cronbach α of the OGATS is 0.925, which shows a great reliability.
4. The explanatory power of using the OGATS to predict the extent of Online Game Addiction Scale is 51.9%, whereas its Beta is 0.723. The explanatory power of using the OGATS to predict the extent of the index of time spent on online games is 17.7%, whereas its Beta is 0.427.
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TU, HUANG KUAN, and 黃冠毓. "An Action Research of Elementary School Teachers Integrating Science Games into Life Curriculum." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/58344107521972524542.
Full textAbstract:
碩士<br>國立臺中教育大學<br>科學應用與推廣學系科學教育碩士班<br>96<br>Abstract
This study employed the action research method to investigate how elementary school teachers integrate “science games” according to competence indicators of Grade 1-9 Integrated Curriculum into the Life Curriculum for first-year elementary school students. Through the implementation, this study reviewed the problems encountered and solutions adopted, and further examined the researcher’s professional growth in the research process.
The research field was a town center school in northern Taiwan, and the research subjects were 35 first-year students. The research period was divided into three stages, spanning from Sep 2006 to Jan 2007. During the research period, research journal, visitor's journal, learning sheet, student’s practice evaluation scale, questionnaire and interview, video-recording data were collected. Data quality and the objectivity of the analysis result were improved through continuous analysis, interpretation, and multiple data sources. The conclusions obtained during the research period include:
1. The units in the Life Curriculum, Guidelines for the Science and Life Technology, and books related to science games were referred to in the selection of science games for the Life Curriculum.
2. Eight elements of the integration of science games into the Life Curriculum: integration of the curriculum and scientific principles, compliance with student’s competence, hands-on activity, life-related game materials, game environment compliant with the activity requirement, and etc.
3. Problems encountered in the teaching of science games and solutions: (1) shift of teacher’s role, (2) time adjustment, (3) control of order, and (4) selection of game reward systems.
4. Professional growth of the researcher: enhancement of the course designing ability, improvement of teaching ability, and establishment of research ability.
Finally, based on the research results, suggestions on the design and timing for integrating science games into the Life Curriculum, implementation, teaching, and evaluation of science games in the Life Curriculum, and directions for follow-up studies were proposed.
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Hwu, Chuen-Jiau, and 胡春嬌. "The Study of Flow Experience on Playing Computer Games for Elementary School Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/92724282286004371256.
Full textAbstract:
碩士<br>國立花蓮師範學院<br>輔導碩士班<br>91<br>The purpose of this study was to explore the flow experience of fifth and sixth grade elementary school students playing computer games in I-lan County. The qualitive and quantative methods were conducted in this study. Twenty students were interviewed individually during the first stage. “Opening coding” of the grounded theory was used to analysis. It was found that most of interviewers had flow experience when they played. Most of them play computer games just for the sake of winning the game. The male preferred playing computer games than the female. The results of qualitive analysis revealed the dimensions including “goal,” “positive interaction,” “teleopresence,” “self-forgetful,” “focused attention,” and “time vanish”.
At the second stage, of the 1823 respondents, 1514 respondents were retained to analysis purposes, eliminating 309 respondents. “Factor Analysis,” “chi-square test,” “t-test,” “One-Way ANOVA,” and “Pearson correlation” were used to identify. The quantative results demonstrate that：There were 50﹪subjects had flow experience. The male show a stronger tendency toward flow perceptive while playing computer games. In “the time of play computer game” and “the years of play computer game”, the fifth graders were lower than the sixth graders. In “objectivity,” “achievement,” “enchantment,” and “flow experience”, the fifth graders were higher than the sixth graders. In “time-space distortion”, Jiao-Si had higher average than Su-Ao. Playing in the Internet Café had highest average perceptions of flow experiences. The years of playing computer games had significant correlation with the time of playing computer games. The time of playing computer games had significant correlation with the time of expecting to play computer games. The times of playing computer games had significant correlation with perception of “objectivity,” “achievement,” “teleopresence,” “time-space distortion,” “enchantment,” “important meaning,” and “flow experience”. The years of playing computer games had significant correlation with perception of “objectivity,” “achievement,” “teleopresence,” “enchantment,” “important meaning,” and “flow experience”. The perception of “objectivity,” “achievement,” “teleopresence,” “time-space distortion,” “enchantment,” and “important meaning” had significant correlation with “flow experienc
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LIN, MING-CHI, and 林銘麒. "The Analysis of Game Results on Greco-Roman Wrestling in the Class of Senior High School in 2015 National High School Athletic Games of Republic of China." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/92887567055397885358.
Full textAbstract:
碩士<br>國立臺灣體育運動大學<br>體育研究所<br>103<br>The purpose of this research is to work on the analysis in the scoring contents and actions on Greco-Roman Wrestling in the class of Senior High School in 2015 National High School Athletic Games of Republic of China. Two groups were divided, elite group and general group, to compare the difference between each other.
This research is based on the manner of film-observation to proceed with data editing and processing, and then descriptive statistics was used to count the times on the actions. The available scoring actions were estimated and compared through Independent t Test to both elite group and general group. The results of this research shows below:
1.Regarding to the distribution of the medals on Greco-Roman Wrestling in the class of Senior High School, a large share of the medals were taken by Taipei City, New Taipei City and Taichung City where the sport of wrestling are well-developed.
2.To compare with the scoring contents between the two groups, the elite group is greater than general group in 2-points actions, 4-points actions and Win by fall.
3.To compare with the technique actions, the elite group is greater than general group in 1-point action Out-of-Bound, 2-points action Rolling Reversal and Back Control, 4-points action Facade Takedown and Win by fall.
4.To compare the scoring contents and actions within the elite group, there were differences in the class of Middle Heavyweight and Light Middleweight apparently. In the comparison of different scoring contents, the class of Middle Heavyweight is only greater than the class of Light Middleweight in 2-points actions. Besides, in the comparison of different scoring actions, the class of Middle Heavyweight is greater than the class of Light Middleweight in 2-points action Rolling Reversal and 4-points action Facade Takedown.
According to the research, there are three main suggestions might be proposed to promote the sports of wrestling in Taiwan. First, the maturity should be attained and developed in a balance way. Second, the technically training of wrestling must be well planned and executed in the fundamental stage. Lastly, the physical and mental development of wrestlers should be set as one of the most important goal for future follow-up studies. To sum up, only if the three key suggestions are taken into consideration seriously, the sports of wrestling would develope in a better way in Taiwan.
Key words：The sport of wrestling, Greco-Roman wrestling, Technique analysis, Scoring action.