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ERIC Number: ED253212
Record Type: Non-Journal
Publication Date: 1984-Aug
Pages: 162
Abstractor: N/A
Reference Count: N/A
An Investigation of Attitudes towards the Use of Computer Games and Simulations in the Primary/Elementary Classroom Environment.
Godfreyson, John Ernst
This report summarizes an investigation of the attitudes of elementary students, teachers, and parents toward the use of educational computer games and simulations in a teaching/learning situation. Following a statement of the project purpose and a literature review, the courseware selection process is described. (This process resulted in use of the game, "Hurkle," in two primary classes and use of the simulation, "Oh, Deer!," in two elementary classes.) Additional sections cover implementation of the project, observations related to student progress, teacher evaluations of the implementation guides developed for use with the courseware, design of the attitudinal survey, and data analysis procedures. All of the attitudinal surveys involved the investigation of four main themes: enjoyment, perceived learning effectiveness, group interaction, and interaction with the computer/program. Additional questions varied with the respondent group--students, parents, and teachers--and the results are analyzed and interpreted separately for each group. Implications for teaching and school practice are examined. A 35-item bibliography, the two implementation guides developed for the study, attitude surveys, a detailed data summary, and evaluations of the two courseware packages are appended. (LMM)
Educational Research Institute of British Columbia, 701-601 West Broadway, Vancouver, British Columbia, Canada V52 4C2 ($16.00 per copy).
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: Educational Research Inst. of British Columbia, Vancouver.; British Columbia Teacher's Federation, Vancouver.
Authoring Institution: N/A
Identifiers - Location: Canada