Mars Escape: Increasing Self-Efficacy and Self-Regulating Behaviors of Low-Income Youth Through Game-Play
Mars Escape: Increasing Self-Efficacy and Self-Regulating Behaviors of Low-Income Youth Through Game-Play
dc.contributor.author | Giscombe, Madeline | |
dc.contributor.instructor | Fulford, Catherine | |
dc.date.accessioned | 2015-05-08T20:51:01Z | |
dc.date.available | 2015-05-08T20:51:01Z | |
dc.date.issued | 2015-05-08 | |
dc.description.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. | |
dc.format.extent | 17 | |
dc.identifier.uri | http://hdl.handle.net/10125/35951 | |
dc.language.iso | en-US | |
dc.subject | at-risk | |
dc.subject | youth | |
dc.subject | game-based learning | |
dc.subject | low-income | |
dc.title | Mars Escape: Increasing Self-Efficacy and Self-Regulating Behaviors of Low-Income Youth Through Game-Play | |
dc.type | Master's Project | |
dc.type.dcmi | Text |
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