Willis, Jana2018-06-252018-06-252018-052018-02-27May 2018http://hdl.handle.net/10657.1/996The 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.application/pdfenSimulation games in educationScience--Study and teaching (Higher)Technology--Study and teaching (Higher)Engineering--Study and teaching (Higher)Mathematics--Study and teaching (Higher)Dissertation2018-06-25