The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience. Page: 12
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Game Design program (ISGT). Consequently, those participants had not been
exposed to the full range of general education courses that other participants had
experienced.
Additionally, this study does not intend to "control for" prior knowledge and
skills attained throughout the array of general education courses, in order to
make claims about what learning occurred in this course. The nature of a
capstone course requires that learners integrate and build upon prior knowledge.
At best, conclusions can be drawn about what learning goals the institution might
need to place more instructional emphasis on in all courses; however, the
methods of data collection and analysis for this research design to not lend
themselves to such conclusions.
Finally, because this research design does not compare the GVP with
other capstone course designs, the results cannot support claims that this
specific design scenario is the best or the only means to engage students in a
meaningful capstone experience. Conclusions will be limited to assertions
regarding the relative success or failure of problem or project based methods as
the foundation for meaningful capstone experiences.
Overview of the Dissertation
The next chapter reviews the relevant literature on designing games for
learning. An understanding of what makes an effective educational game is
imperative to understanding the knowledge and skills required and acquired in
the process of designing one. The review also explores the learning theories12
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Dondlinger, Mary Jo. The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience., dissertation, May 2009; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc10995/m1/21/: accessed April 23, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .