Dissertations and Theses @ UNI

Availability

Open Access Dissertation

Abstract

Higher education presents students with the challenge of balancing institutional expectations for autonomy with the need for community and support. In a world that is becoming more individualized and less empathetic, agency, or engaging in intentional action,plays a crucial role in navigating this tension. Agency has been linked to academic success and real-world problem solving, yet its development among college-aged students remains an ongoing challenge. Games and game-based learning offer a unique lens through which to explore agency, as players regularly engage in decision making, problem solving, and self-directed learning.

This qualitative study examined how college students at a regional, comprehensive university in the Midwest who play tabletop or video games understand and experience agency. Through focus groups, participants discussed their perceptions of agency, its role in games, and how these experiences translate to academic and real-world contexts. Grounded in theories of agency, self-efficacy, and experiential learning, this study sought to identify how interactive play fosters agency and what implications this may have for higher education practices. Findings from this study may inform strategies for leveraging games and game-based learning to enhance student agency in higher education.

Year of Submission

2025

Degree Name

Doctor of Education

Department

Department of Educational Psychology, Foundations, and Leadership Studies

First Advisor

Morgan Anderson

Date Original

5-2025

Object Description

1 PDF (ix, 124 pages)

Language

en

File Format

application/pdf

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