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A Phenomenological Study of Games, Simulations, and Virtual Environments Courses: What Are We Teaching and How?

A Phenomenological Study of Games, Simulations, and Virtual Environments Courses: What Are We Teaching and How?

Albert D. Ritzhaupt, Nathaniel Poling, Christopher Frey, Youngju Kang, Margeaux C. Johnson
Copyright: © 2019 |Pages: 17
ISBN13: 9781522579182|ISBN10: 1522579184|EISBN13: 9781522579199
DOI: 10.4018/978-1-5225-7918-2.ch024
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MLA

Ritzhaupt, Albert D., et al. "A Phenomenological Study of Games, Simulations, and Virtual Environments Courses: What Are We Teaching and How?." TPACK: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2019, pp. 501-517. https://doi.org/10.4018/978-1-5225-7918-2.ch024

APA

Ritzhaupt, A. D., Poling, N., Frey, C., Kang, Y., & Johnson, M. C. (2019). A Phenomenological Study of Games, Simulations, and Virtual Environments Courses: What Are We Teaching and How?. In I. Management Association (Ed.), TPACK: Breakthroughs in Research and Practice (pp. 501-517). IGI Global. https://doi.org/10.4018/978-1-5225-7918-2.ch024

Chicago

Ritzhaupt, Albert D., et al. "A Phenomenological Study of Games, Simulations, and Virtual Environments Courses: What Are We Teaching and How?." In TPACK: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 501-517. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7918-2.ch024

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Abstract

Educational technology programs from across the United States are offering graduate courses in games, simulations, and virtual environments (GSVE) to their students. However, these courses, until now, have not been systematically studied. This research uses a hermeneutical phenomenological approach to answer the research question: “How do instructors describe their experience teaching GSVE courses?” Five professors of educational technology that have taught GSVE courses were interviewed using a semi-structured protocol based on the TPACK (Technological Pedagogical Content Knowledge) framework. These data were analyzed both analytically and thematically. The results of the study showed a wide variety of topics, tools, and pedagogies are used within GSVE courses. The results had five themes emerge: Focus on Application and Theory, Experiential Learning and Constructivism, Instructor's Prior Experience with Games, Heterogeneous Student Populations, and Range of Technology Tools. These themes as well as these courses are highlighted within this paper. A discussion is provided.

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