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dc.contributor.authorHeins, Matthew C.
dc.date.accessioned2021-09-07T21:43:09Z
dc.date.available2021-09-07T21:43:09Z
dc.date.issued12/1/2017
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5095
dc.description.abstractThe purpose of this paper is to review relevant literature that explored the impact of video games within the field of education. Through a review of studies on video games in education, between 2000 and 2015, I aim to discuss that video games do have educational value in multiple content areas k-12, and educators have effectively implemented video games consistently through the same approaches. In addition, I discuss that there are existing limitations within schools due to educators and a lack of adequate technology available to support the implementation of video games into education. My analysis of the current literature confirms Alexander et. al. (2010) claim that video games can be utilized in every content area, while refuting Alexander et. al. (2010) claim for the best approach for video game implementation into the classroom currently, as well as that I believe educators and a lack of technology are responsible for the very minimal implementation of video games into education. With this in mind, it is my hope that, with this knowledge, the education system can implement video games better to meet student needs and improve educational practice. Finally, I make recommendations for the future of student learning and instruction, as well as ideas for future research.
dc.subjectVideo Games In Education
dc.subjectVideo Games K-12
dc.titleVideo Games In Education
dc.typethesis
refterms.dateFOA2021-09-07T21:43:09Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationSUNY College at Brockport
dc.languate.isoen_US


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