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dc.contributor.advisorRomán Pérez, Rosa I.
dc.contributor.authorPérez Cortés, Luis E.
dc.date.accessioned2018-04-09T14:56:13Z
dc.date.available2018-04-09T14:56:13Z
dc.date.issued2014
dc.identifier.urihttps://hdl.handle.net/20.500.11801/352
dc.description.abstractThis case study is of a classroom from a public school in northwestern Puerto Rico comprised of 7th, 8th, and 9th graders in which the teacher incorporated video games seeks to explore how video games impact English language learning on the island. Observational, questionnaire, and interview data supported claims that video games are a form of electronic entertainment which is relevant and useful for students and teachers. The use of video games for classroom purposes is justified through Policy Letters and other normative documents required by the Department of Education of Puerto Rico. Successful video games and classrooms employ engaging practices which failing video games and classrooms omit. Therefore, lesson plans aligned with the English program’s Content Standards and Grade-Level Expectations of 7th, 8th, and 9th grades in Puerto Rico are included as models to incorporate three commercial video games into the English classroom to attain engagement with language-learning lessons.
dc.description.abstractEste estudio de caso en un salón de escuela pública en el noroeste de Puerto Rico con estudiantes de 7mo, 8vo, y 9no grados (en el cual la maestra incorporó varios video juegos) busca explorar como impactan el aprendizaje del inglés. Los datos recopilados a través de observación, cuestionarios, y entrevista sustenta video juegos como una forma de entretenimiento electrónico relevante y útil para estudiantes y maestros. El uso de video juegos para propósitos educativos es justificado con cartas circulares y otros documentos normativos del Departamento de Educación de Puerto Rico. Los video juegos y salones exitosos comparten la característica de utilizar prácticas que captan atención y esfuerzo que video juegos y salones fracasados no incorporan. Incluyo planes de lecciones alineados con estándares de contenido y expectativas del programa de inglés para grados 7mo, 8vo, y 9no como modelos para incorporar tres video juegos comerciales en las lecciones de inglés.
dc.language.isoenen_US
dc.subjectVideo gamesen_US
dc.subjectLesson planningen_US
dc.subjectLearning methodsen_US
dc.subjectPublic schoolsen_US
dc.subjectEducational innovations -- Puerto Ricoen_US
dc.subject.lcshEducational games -- Puerto Rico -- Case Studiesen_US
dc.subject.lcshVideo games in education -- Puerto Ricoen_US
dc.subject.lcshEnglish language -- Study and teaching (Secondary)en_US
dc.subject.lcshEnglish language -- Study and teaching -- Technological innovations -- Puerto Ricoen_US
dc.titlePress “start” to learn: Engagement for English learners from the virtual environment of video gamesen_US
dc.typeThesisen_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c) 2014 Luis E. Pérez Cortésen_US
dc.contributor.committeeIrizarry Rodríguez, José M.
dc.contributor.committeeMongar, Sonja
dc.contributor.committeeRivera, Rosita L.
dc.contributor.representativeRodríguez Martínez, Manuel
thesis.degree.levelM.A.E.E.en_US
thesis.degree.disciplineEnglish Educationen_US
dc.contributor.collegeCollege of Arts and Sciences - Artsen_US
dc.contributor.departmentDepartment of Englishen_US
dc.description.graduationSemesterSpringen_US
dc.description.graduationYear2014en_US


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    Items included under this collection are theses, dissertations, and project reports submitted as a requirement for completing a degree at UPR-Mayagüez.

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