Students' Perceptions and Experiences in a Learning Environment that Uses an Instructional Game as a Teaching Strategy

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dc.contributor.advisor Dr. Larry Gustke, Committee Member en_US
dc.contributor.advisor Dr. Beth Wilson, Committee Chair en_US
dc.contributor.advisor Dr. Marilee Bresciani, Committee Member en_US
dc.contributor.advisor Dr. Ed Lindsay, Committee Member en_US
dc.contributor.advisor Dr. Douglas Wellman, Committee Member en_US
dc.contributor.author Honeycutt, Barbi Tart en_US
dc.date.accessioned 2010-04-02T19:19:07Z
dc.date.available 2010-04-02T19:19:07Z
dc.date.issued 2005-10-13 en_US
dc.identifier.other etd-10082005-110210 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/5743
dc.description.abstract The purpose of this study was to describe and interpret students' perceptions and experiences in a learning environment that included a game as a teaching and learning tool. Researchers indicate learning environments are powerful forces that influence students' perceptions and experiences of the educational process, yet few studies have analyzed college students' perceptions of the learning environment in higher education settings. This qualitative study used hermeneutic phenomenology to understand how students experienced a learning environment that included an educational game as part of the course curriculum. This study occurred in an introductory level course in Parks, Recreation and Tourism Management at North Carolina State University, and the game designed for the course was called Leisureopoly. Thirty students agreed to share their insights and experiences about their perceptions of this type of learning environment. Using the students' written reflections, two peer observers' feedback, and a personal research journal, data were triangulated to serve as a mechanism for reducing bias and ensuring accuracy of the data. Data were analyzed using ATLAS. Open, axial, and selective coding techniques were combined with van Manen's selective and detailed approaches for isolating themes in phenomenological studies. First, data were analyzed to reflect common themes in the students' perceptions and experiences of the overall classroom as a whole. The six themes that emerged were: (1) environment, (2) activity, (3) student characteristics, (4) knowledge, (5) instructor characteristics, and (6) structure. Then, all of the data specifically related to Leisureopoly were re-coded and analyzed to determine the influence of the game on the learning environment. Twenty-nine of the students mentioned Leisureopoly in their reflections. Leisureopoly had an influence on the learning environment in four main ways: (1) community in the classroom, (2) the perception of time, (3) the idea of winning, and (4) attendance. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject Leisureopoly en_US
dc.subject phenomenology en_US
dc.subject learning environments en_US
dc.subject games en_US
dc.subject student perceptions en_US
dc.subject introductory courses en_US
dc.subject qualitative research en_US
dc.title Students' Perceptions and Experiences in a Learning Environment that Uses an Instructional Game as a Teaching Strategy en_US
dc.degree.name PhD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Parks, Recreation and Tourism Management en_US


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