Epistemic learning: game programming learned from the lens of professionals

dc.contributor.authorMatwyczuk, Roman
dc.contributor.examiningcommitteeMorin, Francine (Curriculum, Teaching and Learning) Wiens, John (Educational Administration, Foundations and Psychology)en_US
dc.contributor.supervisorHlynka, Denis (Curriculum, Teaching and Learning)en_US
dc.date.accessioned2013-12-12T21:51:12Z
dc.date.available2013-12-12T21:51:12Z
dc.date.issued2013-12-12
dc.degree.disciplineCurriculum, Teaching and Learningen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractThis study sought to determine the practicality and effectiveness of an alternate instructional approach referred to as epistemic learning – a low structured, high functioning environment where students learn the principles of practice (i.e., the epistemic frame) of a profession through role-play. This research on epistemic learning is integral in assisting educators to enhance learning and accomplish instructional goals in computer science by having students acquire the epistemic frame of a computer game programmer. Currently, literature on epistemic learning is sparse due to its nascent nature. An action research design with mixed-methods analysis was utilized to assess students’ responsiveness to epistemic learning through an examination of their personal epistemological growth, epistemic frame construction, and programming skill set development. Personal epistemological growth was assessed through a self-reporting epistemic beliefs survey that established students’ attitudes about knowledge and learning. Epistemic frame construction was established using epistemic network analysis in determining the specific epistemic frame characteristics students had acquired. Teacher observations and students’ reflections provided insight regarding programming skill development. Findings revealed the following: 1) each student’s personal epistemology was positively influenced through epistemic learning; 2) most students successfully acquired the complete epistemic frame of a game programmer; and 3) students’ computer programming skills were enhanced through epistemic learning. Although a statistically significant correlational relationship was not established, the results had practical importance as they indicated that students were prepared to participate and succeed in an environment that emulates professional practices. Future research should include longitudinal studies that implement epistemic learning.en_US
dc.description.noteFebruary 2014en_US
dc.identifier.urihttp://hdl.handle.net/1993/22303
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectepistemic learningen_US
dc.subjectepistemic frameen_US
dc.subjectcomputer scienceen_US
dc.subjectgame-based learningen_US
dc.titleEpistemic learning: game programming learned from the lens of professionalsen_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
Thesis.pdf
Size:
1.76 MB
Format:
Adobe Portable Document Format
Description:
License bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
license.txt
Size:
2.25 KB
Format:
Item-specific license agreed to upon submission
Description: