The study investigated the use of Massively Multiplayer Online Games (MMOG) in English and Business classrooms in Higher Education from the context of learners’ performance outcomes, as well as stakeholders’ (learners, administrators, and faculty) perceptions pertaining to their experiences when using an MMOG based curriculum. The findings strongly suggest that MMOGs helped enhance learner performances in statistically significant ways, and provided valuable insights into elements of interest and concerns of stakeholders about MMOG usage in classrooms. Based on these insights, I designed a practitioners’ guide to assist future scholars interested in this curricular approach. This guide provides innovative tips on show how faculty, administrators and institutions may imbibe this cutting-edge technology in easy and affordable ways within classrooms, while dealing with several concerns such stakeholders may have regarding the use of such games. Given the rise in popularity of game based technology and the existing literature on the value of game based education, coupled with a paucity of studies examining applicability and implementation issues in the context of using MMOGs, I hope that this submission will be a valuable contribution to the literature.
|Advisor:||Watson, Sunnie Lee|
|Commitee:||Anderson, Myrdene, Phillion, JoAnn, Watson, William|
|Department:||Curriculum and Instruction|
|School Location:||United States -- Indiana|
|Source:||DAI-A 79/05(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Curriculum development, Higher education|
|Keywords:||Business, Engagement, English, Game based learning, Massively multiplayer online games, Performance outcomes|
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