Please use this identifier to cite or link to this item:
Mars Escape: Increasing Self-Efficacy and Self-Regulating Behaviors of Low-Income Youth Through Game-Play
|Title:||Mars Escape: Increasing Self-Efficacy and Self-Regulating Behaviors of Low-Income Youth Through Game-Play|
|Contributors:||Fulford, Catherine (instructor)|
|Date Issued:||08 May 2015|
|Abstract:||The poverty cycle in the United States is continued by the lack of academic achievement of low-income students. This paper describes the design, development, implementation and evaluation of a game-based learning module aimed at increasing academic achievement among low-income youth. Research shows that self-efficacy, or one’s belief in his or her ability to complete tasks and reach goals, and self-regulating behaviors, or the methods we employ to monitor our progress towards our goals, have a profound impact on academic achievement. The purpose of this project was to increase both self-efficacy and self-regulating behaviors through a fun and engaging environment. The target audience of the project was low-income 3rd-5th graders. The game was implemented in two afterschool programs that serve low-income youth in Baton Rouge, LA.|
|Appears in Collections:||
ETEC 690, Spring 2015|
Please email firstname.lastname@example.org if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.