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dc.contributor.advisorCimbricz, Sandra
dc.contributor.authorSt. James, Erin
dc.date.accessioned2021-09-08T14:16:56Z
dc.date.available2021-09-08T14:16:56Z
dc.date.issued5/10/2014
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6816
dc.description.abstractToday, many adolescents invest significant amounts of time and energy playing video games, even when games are difficult, tedious, and complex. This phenomenon has led educators to wonder: What import if any do video games hold for learning and instructional design in classrooms, grade 9-12? Two scholarly works in particular explore this topic, including What Video Games Have to Teach us About Learning and Literacy (Gee, 2007) and “Cracking the Code of Electronic Games: Some Lessons for Educators” (Alexander et al., 2010). This paper explores the learning principles behind games as noted by these two scholarly works and how these principles can be used in the secondary English classroom to foster motivation, engagement, and successful learning among adolescents.
dc.subjectBrockport Honors College
dc.subjectSecondary Education
dc.subjectGaming In The Classroom
dc.titleVideo Games and the Classroom: A Learning Connection
dc.typethesis
refterms.dateFOA2021-09-08T14:16:56Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.source.statuspublished
dc.description.publicationtitleSenior Honors Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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