Publication Date

5-2021

Date of Final Oral Examination (Defense)

3-17-2021

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Supervisory Committee Chair

Youngkyun Baek, Ph.D.

Supervisory Committee Member

Yu-Hui Ching, Ph.D.

Supervisory Committee Member

Dazhi Yang, Ph.D.

Abstract

High school science classes can be difficult for students to be successful in because of the content-specific vocabulary and the expectation of prior knowledge in the subject area that teachers have of their students. The use of digital games in the classroom can provide teachers with the tools to help students scaffold their learning and better grasp the vocabulary necessary to be successful in science class. The purpose of this mixed methods study was to focus teachers’ and students’ perceptions of digital games in the high school science classroom on vocabulary development, scaffolding learning by activating prior knowledge, and self-efficacy. Findings suggest that teachers and students believed that using digital games positively impacted the development of vocabulary knowledge and helped scaffolding learning. Some students found that their levels of self-efficacy were positively impacted by using digital games in their science classes. Teachers can use these findings to make informed decisions about how to integrate digital games into their science curriculum.

DOI

10.18122/td.1806.boisestate

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