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Game-based learning in formal educational contexts : how subject matter experts and game experts could collaborate to design and develop games
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Tan, Wee Hoe (2010) Game-based learning in formal educational contexts : how subject matter experts and game experts could collaborate to design and develop games. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b2491724~S15
Abstract
This doctoral research aimed to investigate how subject matter experts (SMEs) and game
experts can collaborate to design and develop games for use in formal educational
contexts. The research began with a literature review of key concepts and issues
associated with game-based learning (GBL), which led to the process of defining and
redefining the overarching research question, along with its scope and position in
academia. A three-phase strategy was adopted to segregate the research into exploratory,
confirmative and explanatory phases, wherein each phase comprised interrelated studies.
These studies were integrated through the Spiral Research model to enable temporal
focus shift, cross-case analyses and cross-case syntheses. In the exploratory studies, the
perceived potentials of games and GBL in the formal educational context were examined
revealing the differing views between SMEs and game experts. This in turn guided the
conduct of the confirmative studies which compared the attitude of SMEs and game
experts in both the 'usual' and the 'ideal' conditions towards GBL practice and
collaboration that involves teachers, SMEs and educational game experts. Two
questionnaire surveys were carried out, and the findings revealed that, under ideal
conditions, both SMEs and game experts held positive attitudes to GBL—the games used,
the teachers who use games in teaching, the studios that develop educational games, and
the collaboration between SMEs and game experts. However, the respondents were
uncertain whether the perceived 'ideal' GBL conditions were usually the case or not.
Follow-up interviews were conducted in the explanatory phase in order to uncover the
reasons behind these changes in attitudes. While a variety of reasons were found and
presented as parts of the findings of the research, particularly the challenges faced in
GBL practice and the problems encountered in GBL collaboration, this thesis asserts that
effective communication between SMEs and game experts is the key success factor in
resolving issues associated with GBL. Besides, there was a pressing need for models of
GBL collaboration; hence the integrated GBL model was also developed. The model not
only incorporates GBL practice into GBL collaboration, but also highlights the
importance of effective communication in those processes. Despite being limited by
methodological constraints and available resources, both the Spiral Research model and
the integrated GBL collaboration model have made substantial contributions to the
research into GBL, particularly for formal educational contexts.
Item Type: | Thesis (PhD) | ||||
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Subjects: | L Education > LB Theory and practice of education Q Science > QA Mathematics > QA76 Electronic computers. Computer science. Computer software |
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Library of Congress Subject Headings (LCSH): | Education -- Computer games, Computer-assisted instruction, Educational technology | ||||
Official Date: | November 2010 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Institute of Education | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Neill, S. R. St. J. (Sean Rupert St. John), 1945- ; Johnston-Wilder, Sue | ||||
Sponsors: | Universiti Pendidikan Sultan Idris ; Malaysia. Kementerian Pengajian Tinggi [Ministry of Higher Education] ; University of Warwick | ||||
Extent: | xxi, 317 leaves : ill. | ||||
Language: | eng |
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