Created by Kym Buchanan | http://KymBuchanan.org | This work is licensed under a Creative Commons License.
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Extrapolations & Adapations: A Motivation Simulation
See also: Research Plan, Sample Format
What is your gender?
What level of student are you?
What is your Grade Point Average (GPA)?
Do you plan to become a teacher?
Have you applied to the Teacher Education program?
Consider the content of TE 150: how to apply educational psychology as a teacher. How do you feel about the content of TE 150?
Consider the course/curriculum of TE 150: the textbook, lectures, activities, assignments, etc. How do you feel about the course/curriculum of TE 150?
At the end of the semester, you will take a final exam in TE 150. How much do you think will study for the final exam?
How well do you think you will do on the final exam?
How much did you study for the final exam?
How well do you think you did on the final exam?
Consider the general content of TE 150: how to apply educational psychology as a teacher. How do you feel about the general content of TE 150?
Consider the content about motivation (chapters 11 and 12). How do you feel about the content about motivation?
Consider the general course/curriculum of TE 150: the textbook, lectures, activities, assignments, etc. How do you feel about the general course/curriculum of TE 150?
[identical to Student Pre-Control Questionnaire, plus these questions]
How do you feel about the Reading Checks?
Do you have a computer?
Do you like playing computer/video games?
How often do you play computer/video games?
Do you have any computer/video games? (check all that apply)
[identical to Student Post-Control Questionnaire, plus these questions]
Where did you play the game most?
How many times did you play the game?
[This information will also be collected automatically by the game, indexed by student. So this question is mainly about attitude, not play history.]
Did you enjoy playing the game?
Was the game challenging?
Consider how well you remember and/or understand ideas about motivation: key concepts, theories, models, etc. Did the game help you better remember and/or understand ideas about motivation?
Consider how well you can apply ideas about motivation: explain student behaviors, make choices as a teacher, etc. Did the game help you better apply ideas about motivation?
Would you recommend this game to other TE 150 students?
Should this kind of activity be part of TE 150?
What did you like most about the game?
What did you like least about the game?
What would you change about the game? (optional)
[perhaps a few other questions here, based on the final design of the game]
What is your gender?
How many previous semesters have you taught TE 150?
How skilled are you with technology in general? (e.g., computers, Internet)
How skilled are you with educational technology? (e.g., ANGEL, PowerPoint)
How comfortable are you with technology in general? (e.g., computers, Internet)
How comfortable are you with educational technology? (e.g., ANGEL, PowerPoint)
How difficult is it for you to set up the Reading Checks?
How satisfied are you with using the Reading Checks?
Do you have a computer?
Do you like playing computer/video games?
How often do you play computer/video games?
Do you have any computer/video games? (check all that apply)
How difficult was it for you to set up the game?
Did you play the game yourself?
[This information will also be collected automatically by the game, indexed by instructor. So this question is mainly about attitude, not play history.]
Consider the game as an instructional tool, like a textbook or informative web site. How satisfied are you with using the game as an instructional tool?
Would you recommend this game to other TE 150 instructors?
Should this kind of activity be part of TE 150?
[incomplete]
talk with other students
[incomplete]
Did you discuss the game in class? (beyond assigning it)
Did you overhear your students talking about the game?
Created by Kym Buchanan | http://KymBuchanan.org | This work is licensed under a Creative Commons License.