Welcome to the InfoSci Platform
Reference Hub9
Juvenile Offenders: Developing Motivation, Engagement, and Meaning-Making through Video Game Creation

Juvenile Offenders: Developing Motivation, Engagement, and Meaning-Making through Video Game Creation

Dana Ruggiero, Belen Garcia de Hurtado, William R. Watson
Copyright: © 2013 |Volume: 3 |Issue: 2 |Pages: 18
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781466632868|DOI: 10.4018/ijgbl.2013040107
Cite Article Cite Article

MLA

Ruggiero, Dana, et al. "Juvenile Offenders: Developing Motivation, Engagement, and Meaning-Making through Video Game Creation." IJGBL vol.3, no.2 2013: pp.112-129. http://doi.org/10.4018/ijgbl.2013040107

APA

Ruggiero, D., Garcia de Hurtado, B., & Watson, W. R. (2013). Juvenile Offenders: Developing Motivation, Engagement, and Meaning-Making through Video Game Creation. International Journal of Game-Based Learning (IJGBL), 3(2), 112-129. http://doi.org/10.4018/ijgbl.2013040107

Chicago

Ruggiero, Dana, Belen Garcia de Hurtado, and William R. Watson. "Juvenile Offenders: Developing Motivation, Engagement, and Meaning-Making through Video Game Creation," International Journal of Game-Based Learning (IJGBL) 3, no.2: 112-129. http://doi.org/10.4018/ijgbl.2013040107

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

In this study, the authors examined juvenile offender experiences in Project Tech, a research-based educational pilot program to teach socially responsible serious game development at a major Midwest university’s Games Lab. Using open-ended interviews, learner feedback surveys, and learner journaling during the program, the researchers examined two questions pertaining to: (a) learner motivation, engagement, and meaning making; and (b) program feedback and critique to elicit program improvements as part of an iterative process. Responses were analyzed using inductive textual analysis and content analysis. Several learner themes emerged: game development as motivation, discovery learning (i.e., learning game development skills through trial and error) as engagement in game development, and meaning-making through designing games to teach a social issue. The authors link these findings to the research questions and implications, discuss discovery learning as it pertains to juvenile delinquency interventions, and identify new questions for the ongoing pilot program.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.