Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction

Thumbnail image of item number 1 in: 'Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction'.
Thumbnail image of item number 2 in: 'Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction'.
Thumbnail image of item number 3 in: 'Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction'.
Thumbnail image of item number 4 in: 'Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction'.
Showing 1-4 of 316 pages in this dissertation.

PDF Version Also Available for Download.

Description

The ability to transfer what you know to new and different contexts is a sign of successful learning. While students often graduate from college with the required number of courses many lack the skills necessary to apply appropriate strategies to solve problems in different contexts, to reason, and think critically. More than a decade ago the Boyer Report (1995) pointed to this fact as a sign that Universities were falling short in adequately supporting their undergraduate populations. As a result, it is not uncommon to see educational institutions introducing new courses and programs geared towards helping students learn better. This … continued below

Creation Information

Najmi, Anjum A. August 2013.

Context

This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by the UNT Libraries to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 382 times. More information about this dissertation can be viewed below.

Who

People and organizations associated with either the creation of this dissertation or its content.

Author

Chairs

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Najmi, Anjum A.

Provided By

UNT Libraries

The UNT Libraries serve the university and community by providing access to physical and online collections, fostering information literacy, supporting academic research, and much, much more.

About | Browse this Partner

Contact Us

Corrections Questions

What

Descriptive information to help identify this dissertation. Follow the links below to find similar items on the Digital Library.

Degree Information

Description

The ability to transfer what you know to new and different contexts is a sign of successful learning. While students often graduate from college with the required number of courses many lack the skills necessary to apply appropriate strategies to solve problems in different contexts, to reason, and think critically. More than a decade ago the Boyer Report (1995) pointed to this fact as a sign that Universities were falling short in adequately supporting their undergraduate populations. As a result, it is not uncommon to see educational institutions introducing new courses and programs geared towards helping students learn better. This study explores learner experiences and the impact on self-regulated learning within a distributed learning setting when motivated by problem-based learning, game play, and computer-based instruction. In this study the instructional design of the course introduced undergraduate students to authentic learning experiences in which students engaged in collaborative problem solving and learning activities framed within the narrative of an alternate reality game. Fifteen self-regulated learning constructs were examined. The comparison group engaged with problem solving tasks and computer-based instruction. Additionally, the study used the theory Learning and Teaching as Communicative Action and its four communicative actions as a lens to understand the full range of student interactions and how they constructed knowledge. The research design employed computer-mediated discourse analysis to examine qualitative data. Data was triangulated through constant-comparative coding of student communication in the form of web logs, emails, student assignments, and semi-structured interviews. Review and consensus building was embedded in the process of identifying emerging codes and categories, and used to support emergent inferences before the final themes were identified and mutually agreed upon. Finally, to evaluate the outcome of the instructional design, pre and posttest measures were used among groups using a two-sample t-test. Statistical significance was used to determine changes in learning outcomes while select qualitative codes were examined and reviewed to gauge student satisfaction with the instructional approach. Results indicated substantial qualitative and quantitative differences among the three versions of the course related to self-regulated learning practices and communicative action in particular in terms of student interaction, and knowledge construction. Additional, findings revealed differences in epistemic beliefs about learning, which in turn influenced how students chose to learn. These outcomes are presented and discussed along with the implications for instructional design.

Language

Item Type

Identifier

Unique identifying numbers for this dissertation in the Digital Library or other systems.

Collections

This dissertation is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

About | Browse this Collection

What responsibilities do I have when using this dissertation?

Digital Files

When

Dates and time periods associated with this dissertation.

Creation Date

  • August 2013

Added to The UNT Digital Library

  • March 8, 2015, 5:44 p.m.

Description Last Updated

  • April 1, 2020, 4 p.m.

Usage Statistics

When was this dissertation last used?

Yesterday: 0
Past 30 days: 0
Total Uses: 382
More Statistics

Interact With This Dissertation

Here are some suggestions for what to do next.

Start Reading

Thumbnail image of item number 1 in: 'Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction'.
Thumbnail image of item number 2 in: 'Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction'.
Thumbnail image of item number 3 in: 'Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction'.
Thumbnail image of item number 4 in: 'Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction'.

PDF Version Also Available for Download.

Citations, Rights, Re-Use

International Image Interoperability Framework

IIF Logo

We support the IIIF Presentation API

Links for Robots

Helpful links in machine-readable formats.

Archival Resource Key (ARK)

International Image Interoperability Framework (IIIF)

Metadata Formats

Images

URLs

Stats

Najmi, Anjum A. Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction, dissertation, August 2013; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc500031/: accessed May 26, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

Back to Top of Screen