Title page for ETD etd-11092011-154402


Type of Document Dissertation
Author Broussard, Jessica
Author's Email Address jbrou94@tigers.lsu.edu, jbroussa@aum.edu, jesse.broussard@gmail.com
URN etd-11092011-154402
Title Playing Class: A Case Study of Ludic Pedagogy
Degree Doctor of Philosophy (Ph.D.)
Department Educational Theory, Policy, & Practice
Advisory Committee
Advisor Name Title
Mitchell, Roland Committee Chair
Bach, Jackie Committee Member
Cheek, Earl Committee Member
Machtmes, Krisanna Committee Member
Ullmer, Brygg Dean's Representative
Keywords
  • case study
  • ludic pedagogy
  • Millennial generation
  • gamification
Date of Defense 2011-10-21
Availability unrestricted
Abstract
The purpose of this study was to examine the efficacy of transforming traditional classroom content and teaching strategy into a "gamified" version through the use of popular gaming strategy, or, in other words, how a college course can be designed or redesigned to mimic ludic pedagogy, as well as the influence of this pedagogy on student performance in understanding course content and course assessments. The researcher acted as a participant observer and used Constant Comparative Method as data driven teaching focused on student created documents. This research provides an exploration on the use of ludicly styled teaching methodology which includes students as instructors, the instructor as a “game master,” and the impact of Achievments on student performance in an introductory Education survey course. Findings suggest that pre-service teachers of the Millennial generation may flourish in a gamified environment and need to engage in and experiment with using new styles of pedagogy in order to be prepared to teach their future Generation 2020 students.
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