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dc.contributor.authorThomas, Adam
dc.date.accessioned2018-11-09T20:02:44Z
dc.date.available2018-11-09T20:02:44Z
dc.date.issued2018-11-09
dc.date.submitted2018
dc.identifier.urihttp://hdl.handle.net/10613/8549
dc.identifier.urihttp://dx.doi.org/10.25316/IR-3083
dc.description.abstractThis research project investigated the effects of integrating play into postsecondary coding classes. The activities included a series of Science Technology Engineering and Math (STEM) themed activities such as board games, LEGO® robotics, experimenting with Internet Of Things (IOT) devices, and short online competition. The changes in student engagement was measured using a post course survey adapted from the National Survey of Student Engagement (NSSE) and engagement data such as attendance, Learning Management System (LMS) activity, and assignment completion. The results of this research provided valuable insight on: a) understanding how incorporating play affects student engagement; b) what teaching methodologies align with learning through play; and c) what aspects of play activities make them more effective.
dc.subjectadult
dc.subjectcollege
dc.subjectplay
dc.subjectpostsecondary
dc.subjectstudent
dc.titleThe effects of learning through play on postsecondary student engagement
dc.date.updated2018-11-09T20:02:46Z
dc.language.rfc3066en
dc.degree.nameM.A. in Learning and Technology
dc.degree.levelMasters
dc.degree.disciplineSchool of Education and Technology


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