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|a Green, Vicki A.
|0 http://id.loc.gov/authorities/names/n89654510
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|a To Determine the Effectiveness of Board Game Simulations in the Grade Five Social Studies Program. Final Report 80-7 /
|c Vicki A. Green.
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1974.
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|a 17 pages
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|a text
|b txt
|2 rdacontent
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|a microform
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|a Availability: Educational Research Institute of British Columbia, Suite 400-515 West 10th Avenue, Vancouver, BC V5Z 4A8 ($1.40).
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|a Sponsoring Agency: Educational Research Inst. of British Columbia, Vancouver.
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|a Contract Number: 181.
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|a ERIC Note: Not available from EDRS in paper copy due to fading ink throughout original document.
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|a The report describes a study designed to ascertain the effectiveness of 12 board game simulations developed and used in a fifth grade Canadian history program. Questions examined include: 1) Does the use of board game simulations increase group participation and cultural, environmental, and historical awareness? 2) Does use of the games promote students' involvement, interest, interaction, motivation, and content acquisition? 3) Are some games more interesting than others? 4) Do the games and/or student interest have an impact on test scores? and 5) What characteristics of the games are more or less interesting? Twelve games were played relating to the Canadian fur trade, western settlement, Northwest Mounted Police, Canadian Pacific Railroad, and the Gold Rush. Seventy two students took part in the study. After game playing sessions, each student completed the 11-statement Gorman Interest Scale as well as several content questions pertinent to the game played. One week later students completed 18 general Canadian history questions. Results showed a positive and direct correlation between the games best liked and the amount of information retained. The socialization process became more positive as game playing sessions progressed. Conclusions showed that students were more interested in games allowing for many individual players decisions and those demanding more involvement and cooperation. All games allowed for development of social interaction, leadership, and organizational skills. (CK)
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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|a Microform.
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|a Academic Achievement.
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|a Class Activities.
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|a Educational Games.
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|a Program Effectiveness.
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|a Simulation.
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|a Socialization.
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|b Michigan State University
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