Thesis / Dissertation

Game-based learning practices and students’ discursive psychological production of meaning

Fiona Michelle Trapani, John Quay (ed.)

Published : 2019

Abstract

Games are promoted as a classroom learning tool. A considerable literature suggests that games increase student motivation to persevere with their learning. Few studies have explored student agency when using games in the sociocultural space of the school classroom. Existing empirical evidence from studies of digital games used in schools cite increased retention of conceptual knowledge, with claims that such digital games are fun for students and are stealth learning tools that can ‘sneak in learning’ on the teacher’s behalf. Missing from the existing literature is the considered sociocultural student experience of games and a teacher’s’ reasons for selecting specific games as classroom pe..

View full abstract