1. Introduction
Game-based learning in technology-infused classrooms is gaining momentum and
popularity in the 21st
Century classroom as benefits are found in student engagement
and motivation. I have become more and more interested in this topic as I try to
incorporate additional technology into my classroom, especially by finding ways to
engage my students and make their learning more meaningful. I am searching for ways
to incorporate more game-based learning and technology into my classroom that are
relevant and enjoyable for my students. There are quite a few dissertations about
game-based learning, but I selected dissertations that focused directly on the benefits of
game-based learning and its ability to engage young learners.
Dissertation #1
What's in a game's name?: Task framing, learning, and enjoyment in an educational
game
Brandon, R. (2013). What's in a game's name? Task framing, learning, and enjoyment
in an educational game. (Order No. 1543696, Arizona State University). ProQuest
Dissertations and Theses, , 77. Retrieved from http://search.proquest.com/docview/
1431981572?accountid=13965. (1431981572).
Summary
Brandon designed a study to explore the influence of activities on the expectations of
learning and enjoyment along with performance on an identification task. The study
consisted of multiple experiments. The first study had 80 students playing activities that
were designated as “play only,” “learning only,” or “educational game” tasks. The study
concluded that play frame had a positive impact pre-activity, but no significance by the
end of the activity. Conversely, students who played the educational game scored
“significantly higher” on the post assessment. The results also suggest that framing
educational games can engage students in learning without distraction. The same
students were involved in a second study, focusing on enjoyment and learning—with no
correlation between framing and reported enjoyment. There was a significant
interaction between performance and activity type, engaging students in learning.
Review
This study confirms data that I have read from other research studies—game-based
learning has a positive impact on student engagement. The study also found that
students who were engaged in learning-based games scored higher on their post
assessments, suggesting that games can help reinforce content that is covered in the
classroom. This is a very recent study, but I feel that the data would still vary based

2. upon school demographics—this study focused on a school in which every single child
has a computer at home, whereas that would not be the case if you surveyed my
school. It would be interesting to see how that data changes.
Dissertation #2
Gaming their way: Learning in simulation strategy video games?
Foster, A. N. (2009). Gaming their way: Learning in simulation strategy video
games? (Order No. 3381242, Michigan State University). ProQuest Dissertations and
Theses, , 248-n/a. Retrieved from http://search.proquest.com/docview/
304946067?accountid=13965. (304946067).
Summary
Foster uses a mixed-methods study to investigate how and when students learn by
playing simulation strategy games. His study focused on 26 children playing a
simulation game, RollerCoaster Tycoon 3: Platinum to reinforce economics and social
studies principals. The study also focused on how the students developed information
and technology literacy—as well as how these skills apply to new contexts. The
students involved in the survey reported that they valued learning economics and social
studies through engagement in games. The game play was individualized and players
played in two different ways, as goal seekers or explorers, influencing the ways the
students processed the learning. This dissertation focuses on how core disciplinary
ideas can be reinforced through game-based learning.
Review
Foster emphasizes that the research suggests that the quality and quantity of games for
educational uses should be increased. From my experiences in the classroom, I fully
agree with this statement and yearn for more games to enforce things my students
learn—especially concepts they struggle with (vocabulary, history, etc.). This study
reinforces things I have seen in other studies and in my own classroom—that students
can achieve a deeper understanding and more engagement in learning through the use
of educational games.
Dissertation #3
Transitioning towards the digital native: Examining digital technologies, video games,
and learning

3. Salomon, J. (2010). Transitioning towards the digital native: Examining digital
technologies, video games, and learning. (Order No. 3407254, Union Institute and
University). ProQuest Dissertations and Theses, , 129-n/a. Retrieved from
http://search.proquest.com/docview/305265659?accountid=13965. (305265659)
Summary
This dissertation explores how certain technologies affect digital natives and understand
correlations among video games. Data was collected in a survey distributed to 235
students from Miami-Dade College. There were no significant relationships, but a trend
was noticed: technology usage showed a correlation to preference for virtual or hybrid
courses. This suggests that digital natives are more inclined to more technology-
infused learning as opposed to the traditional lecture-style classroom. In summary,
Saloman discusses that there is still a divide between education and technology, but
that some educators are trying to lessen this gap through virtual environments, including
games. Research shows that games are highly interactive, but did not show a strong
correlation between game play and gpa/learning.
Review
Although the data collected was from 2010, much of it can still apply to educational
technology today. In my personal experience, I still feel as though there is a gap
between technology and its integration into education. Since this dissertation was
written, much more research has been completed about the effects of game-based
learning. This study did not delve deeply into how technology, specifically gaming,
impacts engagement in learning. It did, however, find no correlation from gaming to
achievement. I believe this study, however, should be presented again to a modern-day
elementary classroom—focusing on game-based learning instead of just gaming.