Show simple item record

dc.contributor.advisorFaigley, Lester, 1947-en
dc.creatorNahas, Lauren Mitchellen
dc.date.accessioned2013-01-30T16:59:58Zen
dc.date.available2013-01-30T16:59:58Zen
dc.date.issued2012-12en
dc.date.submittedDecember 2012en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-12-6543en
dc.descriptiontexten
dc.description.abstractMuch of current pedagogical discussion of the use of multimodal assignments in the writing classroom argues that one benefit of such assignments is that they foster student engagement, innovation, and creativity while simultaneously teaching writing and argumentation concepts. Although such discussions rarely use the term “play,” play theorists consider engagement, innovation, creativity, and learning to be central characteristics and outcomes of play. Thus, what many scholars view as a major outcome of multimodal assignments might most accurately be described as playful learning. In order to investigate the validity of claims that playful learning is a product of multimodal assignments, this dissertation reports on the results of a comparative case study of four different classrooms that used multimodal assignments. The objective of the study was to better understand the students’ experience of these assignments because the students’ perspective is only represented anecdotally in the literature. The study’s research questions asked: Do students find these assignments to be playful, creative, or engaging experiences? Do they view these assignments as related to and supportive of the more traditional goals of the course? And what role does the visual nature of these technologies have in the student’s experience of using them or in their pedagogical effectiveness? Each case was composed of a different writing course, a different assignment, and a different multimodal computer technology. The results of the study show that students generally did find these assignments both enjoyable and useful in terms of the learning goals of the course. Many students even went so far as to describe them as fun, indicating that for some students these were playful experiences in the traditional sense. However, comparison of the results of each case illustrates that the simple injection of a multimodal assignment into the classroom will not necessarily create a playful learning experience for students. The students’ experience is a complex phenomenon that is impacted by the structure of the assignment, whether or not they are provided a space for exploration and experimentation, their attitude towards the technology, and the characteristics of the technology.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectCompositionen
dc.subjectMultimodalen
dc.subjectWritingen
dc.subjectMultimediaen
dc.subjectQuantitativeen
dc.subjectPlayen
dc.subjectVisualen
dc.subjectPedagogyen
dc.subjectCreativityen
dc.subjectMappingen
dc.subjectMind mapsen
dc.subjectGoogle Mapsen
dc.subjectGoogle Earthen
dc.subjectSecond Lifeen
dc.subjectWeb mappingen
dc.subjectImmersive environmentsen
dc.titleThe student's experience of multimodal assignments : play, learning, and visual thinkingen
dc.date.updated2013-01-30T17:00:12Zen
dc.identifier.slug2152/ETD-UT-2012-12-6543en
dc.contributor.committeeMemberRoberts-Miller, Patriciaen
dc.contributor.committeeMemberSyverson, Margareten
dc.contributor.committeeMemberHodgson, Justinen
dc.contributor.committeeMemberPena, Jorgeen
dc.description.departmentEnglishen
dc.type.genrethesisen
thesis.degree.departmentEnglishen
thesis.degree.disciplineEnglishen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record