Computer games, Computer assisted instruction, Elementary Education, Secondary Education, Educational games, Milken Family Foundation, Teachers Attitudes
This research examines the nature and level of educational computer-based game techniques adoption by Milken Educator Award winning teachers in achieving success in their classrooms. The focus of the research is on their level of acceptance of educational computer-based games and the nature of game usage to increase student performance in the classroom. With Davis' (1985) Technology Acceptance Model (Davis, 1985) as the conceptual framework, the research also examines how teachers' perceptions of educational computer-based games influence their willingness to incorporate these teaching methods in their classroom. The approach utilizes a descriptive survey to develop and evaluate responses from exemplar teachers about the level and nature of their use (or lack thereof) of educational computer-based games and implementation in the classroom. Further, this research seeks to identify successful and unsuccessful techniques in the use of educational computer-based games in the classroom. In addition, data collection and analysis will seek to identify the strength of relationships between content-specific educational computer-based games and subject; educational computer-based games and gender; educational computer-based games and age; etc. A teacher who is exemplary as defined by Milken Educator Awards possesses, "exceptional educational talent as evidenced by effective instructional practices and student learning results in the classroom and school". Survey findings are placed within the Technology Acceptance Model framework developed by Davis.
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Proctor, Michael D.
Doctor of Philosophy (Ph.D.)
College of Engineering and Computer Science
Industrial Engineering and Management Systems
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Marks, Yaela Dahan, "Analysis of the Relationship Between the Level of Educational Computer Game Use and Milken Exemplar Teacher Instructional Strategies" (2011). Electronic Theses and Dissertations, 2004-2019. 6683.