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Video Games, Literacy & Struggling Learners

dc.contributor.authorFyke, Tamara
dc.descriptionTeaching and Learning Department Capstone projecten_US
dc.description.abstractMy Capstone examines video games, literacy and struggling readers. It is based on my coursework in Digital Literacies, readings, fieldwork with SURGE, and a case study of a twelve-year-old boy with attention-deficit hyperactivity disorder (ADHD) named Edgar. My lens is the work of one of the New London Group members James Paul Gee and his 36 Principles of Learning from his book What Video Games Have to Teach Us About Learning and Literacy. I look at the following questions: What do we know about struggling readers, particularly minority urban middle school boys? What do we know about video games as a learning environment and their space in the larger learning environment? What makes an educational video game effective for learning and engagement? How is assessment embedded into video games and what makes that type of assessment useful? For each section of the paper, I look at both the broader view of video games for urban boys and the specific case of Edgar.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectvideo gamesen_US
dc.subjectstruggling learnersen_US
dc.subjectminority boysen_US
dc.subject.lcshVideo games -- Psychological aspectsen_US
dc.subject.lcshVideo games -- Study and teachingen_US
dc.subject.lcshAttention-deficit-disordered children -- Educationen_US
dc.subject.lcshComputer games -- Psychological aspectsen_US
dc.subject.lcshLearning, Psychology ofen_US
dc.subject.lcshVideo games and childrenen_US
dc.subject.lcshVisual literacyen_US
dc.titleVideo Games, Literacy & Struggling Learnersen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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