Identifier

etd-11092011-154402

Degree

Doctor of Philosophy (PhD)

Department

Educational Theory, Policy, and Practice

Document Type

Dissertation

Abstract

The purpose of this study was to examine the efficacy of transforming traditional classroom content and teaching strategy into a "gamified" version through the use of popular gaming strategy, or, in other words, how a college course can be designed or redesigned to mimic ludic pedagogy, as well as the influence of this pedagogy on student performance in understanding course content and course assessments. The researcher acted as a participant observer and used Constant Comparative Method as data driven teaching focused on student created documents. This research provides an exploration on the use of ludicly styled teaching methodology which includes students as instructors, the instructor as a “game master,” and the impact of Achievments on student performance in an introductory Education survey course. Findings suggest that pre-service teachers of the Millennial generation may flourish in a gamified environment and need to engage in and experiment with using new styles of pedagogy in order to be prepared to teach their future Generation 2020 students.

Date

2011

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Mitchell, Roland

Included in

Education Commons

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