Differences in students' stem identity, game play motivations, and game preferences

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dc.contributor.advisorWillis, Jana
dc.contributor.committeeMemberGiles, Michelle
dc.contributor.committeeMemberPeters, Michelle
dc.contributor.committeeMemberOrange, Amy
dc.creatorJeremiassen, Kathleen S.
dc.creator.orcid0000-0002-3393-7540
dc.date.accessioned2018-06-25T19:03:51Z
dc.date.available2018-06-25T19:03:51Z
dc.date.created2018-05
dc.date.issued2018-02-27
dc.date.submittedMay 2018
dc.date.updated2018-06-25T19:03:51Z
dc.description.abstractThe purpose of this sequential mixed methods study was to explore differences in students’ STEM identities, game play motivations, and game preferences. The need to grow and support STEM education and careers in the U. S. is a widely-held concern for those in leadership, industry, and education. A purposeful sample of 167 9th grade-12th grade students from a southeastern Texas suburban school district were solicited to complete the Gaming and STEM Survey and participate in focus groups. Results indicated a significant difference between gender in terms of students’ STEM identities, game motivations, and game preferences. In addition, results indicated a significant relationship between several game play motivations and STEM identities, as well as between several game preferences and STEM identities.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657.1/996
dc.language.isoen
dc.subject.lcshSimulation games in education
dc.subject.lcshScience--Study and teaching (Higher)
dc.subject.lcshTechnology--Study and teaching (Higher)
dc.subject.lcshEngineering--Study and teaching (Higher)
dc.subject.lcshMathematics--Study and teaching (Higher)
dc.titleDifferences in students' stem identity, game play motivations, and game preferences
dc.typeDissertation
dc.type.materialtext
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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