The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience. Metadata

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  • Main Title The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience.


  • Author: Dondlinger, Mary Jo
    Creator Type: Personal


  • Chair: Warren, Scott J.
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Whitson, Kathleen K.
    Contributor Type: Personal
    Contributor Info: Minor Professor
  • Committee Member: Norris, Cathie
    Contributor Type: Personal


  • Name: University of North Texas
    Place of Publication: Denton, Texas


  • Creation: 2009-05
  • Digitized: 2009-10-07


  • English


  • Content Description: The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated, contextualized, and authentic learning experience for students. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. The purpose of this study was to evaluate the effectiveness of the design of the GVP as a capstone experience. The research design follows a qualitative case study approach to gather and analyze data collected from the instructors and students participating in the pilot implementation of the GVP. Results of the study show predominantly favorable reactions to various aspects of the course and its design. Students reported to have learned the most through interactions with peers and through applying and integrating knowledge in developing the alternate reality game that was the central problem scenario for the course. What students demonstrated to have learned included knowledge construction, social responsibility, open-mindedness, big picture thinking, and an understanding of their relationship to the larger society and world in which they live. Challenges that resulted from the design included the amount of necessary to build consensus and then develop an overarching game concept, the tension between guided and directed instruction, and the need to foster greater interdependence among students while encouraging them to become more self-directed.


  • Keyword: Alternate reality game
  • Keyword: problem-based learning
  • Keyword: capstone course
  • Library of Congress Subject Headings: Simulation games in education -- Evaluation.
  • Library of Congress Subject Headings: Educational games -- Evaluation.
  • Library of Congress Subject Headings: Alternate reality games -- Evaluation.
  • Library of Congress Subject Headings: UN Millennium Project.


  • Name: UNT Theses and Dissertations
    Code: UNTETD


  • Name: UNT Libraries
    Code: UNT


  • Rights Access: public
  • Rights License: copyright
  • Rights Holder: Dondlinger, Mary Jo
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation


  • Text


  • OCLC: 472202061
  • UNT Catalog No.: b3805012
  • Archival Resource Key: ark:/67531/metadc10995


  • Degree Name: Doctor of Philosophy
  • Degree Level: Doctoral
  • Degree Discipline: Educational Computing
  • Academic Department: Department of Learning Technologies
  • Degree Grantor: University of North Texas