Moulthrop, StuartPatterson, Lynn M.2016-12-192016-12-192010-03Patterson_baltimore_0942A_10007UB_2010_Patterson_Lhttp://hdl.handle.net/11603/3701D.S. -- University of Baltimore, 2010Dissertation submitted to the School of Information Arts and Technologies of the University of Baltimore in partial fulfillment of the requirements for the degree of Doctor of Communications DesignThrough an examination of the underserved urban population, this paper takes a look at how the use of games and simulations may provide a means of closing a gap in education which has lingered for several decades. Discussion on how this engagement might look as both a class learning algebra through game programming and gameplay is reviewed. As well, several companies who have aligned themselves with state and national mathematics standards are discussed. Thus, showing how the districts who have taken the gaming plunge are reaping the benefits of serious games. These districts have found a means of turning their students around and pumping up their test scores. By adopting such an engaging approach, this paper presents how learning not only algebra, but any subject matter through an intervention which entertains and educates may be the answer to a growing problem.... the failure of the educational system and the fading family. Finally, the paper provides an account of a game development team and the learning and obstacles which took place as they built a learning game intended to teach about the college experience with embedded algebra concepts.168 leavesapplication/pdfen-USThis item may be protected under Title 17 of the U.S. Copyright Law. It is made available by the University of Baltimore for non-commercial research and educational purposes.AlgebraEducationEducational gamesSimulation methodsCurriculaAfrican American universities and colleges.Text