Abstract
In today's K-12 educational environment with the newly adopted Common Core State Standards (CCSS), improving student literacy as a foundational skill to obtain success in all other subject areas is one of the most important goals. Unfortunately, many literature curricula suffer from a lack of innovative pedagogy despite the introduction of various educational technologies meant to aid student learning. This study focused on developing a new game-based constructionist pedagogical model for literature education using tabletop role-playing game creation. Using Shulman’s (1987) Pedagogical Content Knowledge (PCK) that eventually evolved into Mishra and Kohler’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the main theoretical framework, this design-based research showed how tabletop role-playing game creation as a constructionist pedagogical strategy successfully helped high school students to receive the benefits of high quality literature education.
Library of Congress Subject Headings
Dissertations (EdD) -- Learning technologies; Literature -- Study and teaching; Educational games; Active learning
Date of Award
2015
School Affiliation
Graduate School of Education and Psychology
Department/Program
Education
Degree Type
Dissertation
Degree Name
Doctorate
Faculty Advisor
Polin, Linda;
Recommended Citation
Glazer, Kip, "Imagining a constructionist game-based pedagogical model: using tabletop role-playing game creation to enhance literature education in high school English classes" (2015). Theses and Dissertations. 641.
https://digitalcommons.pepperdine.edu/etd/641