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Game-Based Instruction in a College Classroom
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Author(s): Nancy Sardone (Seton Hall University, USA), Roberta Devlin-Scherer (Seton Hall University, USA) and Joseph Martinelli (Seton Hall University, USA)
Copyright: 2008
Pages: 13
Source title:
Handbook of Research on Instructional Systems and Technology
Source Author(s)/Editor(s): Terry T. Kidd (Texas A&M University, USA) and Holim Song (Texas Southern University, USA)
DOI: 10.4018/978-1-59904-865-9.ch033
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Abstract
On occasion, talking with some colleagues about instructional techniques to interest and motivate students in a college classroom sometimes has resulted in patronizing looks of amusement. Why would we invest that extra preparation time? Instructors believe that using alternate strategies that incorporate forms of instructional technology into their curriculum may involve more effort than it is worth (Iding et al., 2002). As teachers tend to teach according to their own personal learning strategies (Cohen, 2001; Pierson, 2001), habituation may be a factor. This study was designed to find out if using active learning methods in the form of games, which often entail additional planning time, result in greater student engagement and increased learning outcomes in an introductory computer class.
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