Knowledge in Society , 1 1 , A search was conducted to find empirical studies including quantitative, qualitative, mixed method, comparative and theoretical analyses, and literature reviews to answer the research questions. Key search words included non-traditional students, non-traditional learners, games, and game-based learning.
Other keywords included adult learners, GameScape, Toolwire, gamification, and for-profit universities. Database searches were conducted individually after checking thesaurus terms to ensure a comprehensive search. Additionally, searches were conducted in multiple database packages.
Search terms derived from thesaurus searches included: non-traditional students, older students, working adults, part-time undergraduates and games, gamification, simulations, and classroom technologies.
tax-marusa.com/order/syrudyw/comment-espionner-son-iphone.php These terms were used alone or together in multiple combinations. A sample of 77 articles was collected for analysis. Although many articles could be used to provide background and context, based on the outlined procedure, 14 articles were studied intensively for RQ 1, 2 and 3 Tables 1 , 2 , and 3. The search also included articles pertaining to digital games incorporated in the curriculums of for-profit universities.
For-profit universities serve non-traditional undergraduate students as a primary population. A third research question was developed in response to emerging data. Articles that included varied learners fitting one or more criteria for a non-traditional undergraduate student in higher education were included. Documents indicating a primary focus on traditional undergraduate students were excluded from the research.
The scoping study review included articles that were empirical studies related to digital games as a strategy for increasing learning and could be used to answer the research questions. The team adopted a method for guiding the literature review developed by Cooper Cooper, H. An extensive search for literature was conducted using the terms and search strategies described above. A broad-based definition of nontraditional students was adopted that included those who study part time, work full time or at part time jobs that require many hours, students aged over 24, ESL learners and those enrolled in distance learning, particularly enrolled at for-profit universities that primarily serve nontraditional students.
Student media usage patterns and non-traditional learning in higher education. Some limitation of the study were articles that did not include specified search terms might have been overlooked because of scant research on the topic.
Each team member assumed responsibility for reviewing specific articles related to a research question. A discussion of results is presented for each of three research questions. Articles were grouped as related to the research questions. A short introduction prepares the reader for the analysis. Tables 1, 2, and 3 show details of the analysis. RQ1: How is digital game-based learning used as a supplemental tool to engage nontraditional students in classroom instruction and coursework.
The following descriptions are presented as derived from an analysis of each article identified as related to findings for research question 1. The summary presents key findings. Table 1 provides key information for the response to RQ1 from each article including the topic, authors, design, and results. A discussion follows Table 1 and implications of the research are indicated in the final section before the responses for RQ2 and 3.
Flores Flores, F.
Twenty-First Century College Commentaries on Traditional & Nontraditional College Students [Mary Ferguson] on folksubsbookslesskyth.ml *FREE* shipping on qualifying. Editorial Reviews. About the Author. Mary Ferguson is a native of Bennettsville, South Carolina. Twenty-First Century College Commentaries on Traditional & Nontraditional College Students by [Ferguson, . Twenty-First Century College Commentaries on Traditional & Nontraditional College Students. Amazon.
Using gamification to enhance second language learning. Digital Education Review. Digital games for every age group, including non-traditional adult learners, were analyzed using a literature-based framework of theory and research. The digital games promote a learner-centered approach, which relies on and supports intrinsic motivation when compared to traditional teaching methods that often undermine learning and decrease motivation.
More empirical research is needed on games as a learning strategy for acquisition of a second language. Student participation and achievement in a large lecture course with game-based learning. Simulation and Gaming , 47 1 , 51 — No association was found between the final grade and age, gender, gaming experience, or learning style. Designing the digital game-based course took a great deal of time particularly related to assessment and feedback. Further, students responded to open-ended questions at the end of class indicating they preferred the digital game-based experience in class.
The role of winning and losing within simulation games in higher education settings. Social Science Research Network. The reflective experiences were more meaningful than winning or losing a game but also supported continued participation even after losing.
Course content must be aligned with the context for the digital game to be effective for learning. Using a theoretical framework drawn from the literature, Trybus Trybus, J. Digital game based and hands on training offer the opportunity to be experiential learners and serve as active participants in the learning process to develop higher order thinking skills. Students found the challenge of digital games enjoyable, which led to increased motivation.
Semi-structured interviews were used to collect data on digital game-based learning effectiveness in an online higher education finance course for part-time students Ding et al. One hypothesis postulated that digital game-based learning could be more effective and increase learning outcome than the traditional method of teaching styles and practices. Students enrolled in the course played an online stock trading game. Learning for students was more meaningful, engaging, and applicable which increased the learning opportunity.
RQ 2: How is digital game based learning used to build learning and work-related skills for nontraditional undergraduate students? The following descriptions are derived from an analysis of articles that indicated digital game-based learning aids in the development of work-related skills and abilities in Research question 2 also allowed the research team to explore postsecondary institutions and disciplines where computer games have been integrated into courses that serve and support non-traditional undergraduate students.
The following descriptions are presented as derived from an analysis of university documentation where games were used as a part of the curriculum. These are displayed in Table 3. Table 2 provides key information about each article including the topic, authors, design, and results. A discussion follows Table 2 and implications of the research are indicated in the final section. A contemporary society requires that students think-critically, collect, synthesize data, and use that information to solve complex problems Anderson et al.
Students must be able to modify and integrate new methods in reaction to new requirements or dynamic situations. Also, can use technology to generate new knowledge. Digital games provide learners the opportunity for a hands-on and real-life application which can lead to increase knowledge and awareness of issues, actions, and resolutions surrounding complicated issues. Digital games are incorporated into a course for undergraduate nontraditional learners to allow students to auto-assess whether they have learned the material. When nontraditional students play games, they become involved in intricate changing worlds.
Within the digital game play, students are made aware of details, come to conclusions, and take prompt action. Articulating case-based learning outcomes and assessment.
Digital skills have changed the way we express and communicate in the twenty-first century, McFarlane, McFarlane, A. Assessment for the digital age. Digital games are used in a course for nontraditional learners to help build employment competencies and skills for nontraditional students Snow, Snow, B. The potential for game- based learning to improve outcomes for nontraditional students. Muzzy Lane Software Report. The National Adult Learners Satisfaction-Priorities Report examined trends in satisfaction of adult learners, as well as how likely adult learners were to recommend the program to other adults.
Inversely, higher levels of personal and emotional skills were associated with fewer problem behaviors related to alcohol use and abuse. Alternatively, policymakers could conduct surveys of stakeholders to determine acceptable success rates. Recommendation 1: Any evaluation to determine the costs of providing an adequate system of community colleges must include, as one of many outcome measures, indicators of the population served, and ideally should capture the breadth and equity of access. Journal of Managerial Psychology, 25 8 , In addition, the U.
Online programs enroll a large percentage of students are active military because of the accessibility and flexibility of the course offering. Sex, lies, and video games.