Enhancing student affect from multi-classroom simulation games via teacher professional development: Supporting game implementation with the ropd model

Jeremy Riel, Kimberly A. Lawless

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

Educational simulations often require players to maintain a high degree of engagement for play in the simulation to continue. Student motivation and engagement is tied to affective factors, such as interest and self-efficacy. As such, game designs and teachers who implement them should promote student interest and self-efficacy in play. In this study, a responsive online professional development (ROPD) program was provided to teachers as they implemented a multi-classroom socio-scientific simulation game for middle school social studies classrooms called GlobalEd 2. A series of ANOVAs revealed that student affect toward the game and its content, including student interest and self-efficacy, was highest when their teachers likewise had a high degree of participation in the ROPD program. This evidence demonstrates the importance that ongoing implementation supports can have in classroom-based simulations and serious games and the benefits of ROPD in furthering the impact of simulation games.

Original languageEnglish (US)
Title of host publicationResearch Anthology on Developments in Gamification and Game-Based Learning
PublisherIGI Global
Pages1703-1725
Number of pages23
Volume4-4
ISBN (Electronic)9781668437117
ISBN (Print)9781668437100
DOIs
StatePublished - Nov 26 2021

All Science Journal Classification (ASJC) codes

  • General Social Sciences

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