A Grounded Theory Describing the Knowledge Construction through Game Making Activity

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Jung, J. & Park, H. (2008). A Grounded Theory Describing the Knowledge Construction through Game Making Activity. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1699-1706). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27440.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Jaeyeob Jung, Hyungsung Park, Korea National University of Education, Korea, Republic Of

Abstract

The purpose of this study is to understand the learner's knowledge construction through game making activity without a programming language from an analysis based on the Grounded Theory. The focus here is on developing a context -based, process-oriented description and on the explanation of the phenomenon rather than an objective, static description expressed strictly in terms of causality. Specific study subjects were classified into three subjects as follows. The characteristics of learner's experience in game making activity are the first subject and the core categories and relationship statement of the knowledge construction process is the second subject. The paradigm and model for knowledge construction through game making activity is the last subject.

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