Dissertation/Thesis Abstract

Imagining a constructionist game-based pedagogical model: Using tabletop role-playing game creation to enhance literature education in high school English classes
by Glazer, Kip, Ed.D., Pepperdine University, 2015, 279; 3731117
Abstract (Summary)

In today’s K-12 educational environment with the newly adopted Common Core State Standards (CCSS), improving student literacy as a foundational skill to obtain success in all other subject areas is one of the most important goals. Unfortunately, many literature curricula suffer from a lack of innovative pedagogy despite the introduction of various educational technologies meant to aid student learning. This study focused on developing a new game-based constructionist pedagogical model for literature education using tabletop role-playing game creation. Using Shulman’s (1987) Pedagogical Content Knowledge (PCK) that eventually evolved into Mishra and Kohler’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the main theoretical framework, this design-based research showed how tabletop role-playing game creation as a constructionist pedagogical strategy successfully helped high school students to receive the benefits of high quality literature education.

Indexing (document details)
Advisor: Polin, Linda
Commitee: Chen, Mark, Hergenrader, W. Trent
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 77/02(E), Dissertation Abstracts International
Subjects: Pedagogy, Teacher education, Secondary education, Reading instruction, British and Irish literature, Educational technology
Keywords: Constructionist learning theory, Design-based research, Game-based learning, High school literature education pedagogy and common core standards, Role-playing games, Technological Pedagogical and Content Knowledge framework
Publication Number: 3731117
ISBN: 978-1-339-17460-0
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