Date of Award

12-2016

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Sandra Cimbricz

Abstract

This paper seeks to explore the recent research around digital game based learning (DGBL) and the K-12 classroom. Through an analytical review of the literature, this paper explores relationships between extant professional literature and empirical research, as well as examining common themes found through the exploration. There seems to be a dearth between the anecdotal literature advocating the use of DGBL in the classroom and empirical research to support its actual effect. This study looks at four different research articles written between 2010 and 2015 in order to find out if there is empirical evidence that supports the use of DGBL in the classroom, K-12. Findings point to some support for the potential benefits of DGBL, although research is still limited. Conclusions drawn include avenues for further study, and implications for teaching and learning.

Share

COinS