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Publications by Katherine Hewett

Simulation & Gaming, 2020

Background. Qian and Clark (2016) reported that little is known on the acquisition of 21st-centur... more Background. Qian and Clark (2016) reported that little is known on the acquisition of 21st-century skills through video games and no educational model exists on how to best teach these skills in the classroom. Studies that explore educational models exhibited through video games like Minecraft contribute to the growing body of research in the field of game studies, game-based learning, and virtual environments.

Games and Culture, 2018

The 21st century has given rise to gaming industry technologies that drive a new type of learner ... more The 21st century has given rise to gaming industry technologies that drive a new type of learner in the classroom. This article draws data from four case studies that were conducted as part of a sequential mixed-model study. The study explored the 21st-century skills students reported learning through their video game consumption and creation of intellectual property. The qualitative data analysis led to the development of five major findings: (1) the strategist: accomplishing the mission, (2) the creator: the art of gameplay, (3) the communicator: building relationships and communities, (4) the hero: to be the hero of a great adventure, and (5) I am an “elite”: a digital native. These findings attempt to create a profile of the 21st-century classroom gamer based on the data. They represent and support research trends that explore the gaming phenomenon, gamer traits, and 21st-century skills learned through playing video games

Video games are more than just entertainment. In fact, video games like Minecraft develop “Four C... more Video games are more than just entertainment. In fact, video games like Minecraft develop “Four Cs” skills in young gamers. These 21st century skills include critical thinking, creativity, communication, and collaboration (National Education Association, 2010) and are considered essential skills for future employment by workforce executives (Sardone & Delvin-Scherer, 2010). This study explores predictors of academic success and the 21st century skills gamers are learning through video game experiences. This sequential mixed model study analyzed descriptive data to explore the video game experiences of 3D Modeling and Animation students enrolled at a South Texas area high school. The study analyzed data collected from 66 quantitative subjects and 4 qualitative participants. Three classes engaged in four weeks of gameplay to complete a modeling project in Minecraft. Data was collected during both phases of the project study through survey and case study methods. The findings revealed that the Group Project Grades were heavily skewed indicating a significance that prior gaming experience affected the students’ academic performance. The significance was supported by the unexpected high frequency of perfect scores (65%) and the high concentration of experienced gamers. Over half (54%) reported to have played video games for over 10 years. It was also noted that gender was statistically significant with Class Rank. Females had higher class ranks overall then the males. The qualitative data analysis led to the development of five major findings: 1.) The Strategist: Accomplishing the Mission, 2.) The Creator: The Art of Gameplay, 3.) The Communicator: Building Relationships and Communities, 4.) The Hero: To Be the Hero of a Great Adventure, and 5.) I am an “Elite”: A Digital Native. These major findings represent trends of the gaming phenomenon, gamer traits, and 21st century skills learned through playing video games. The findings for this study have implications on teachers’ perspectives and attitudes toward video game integration. Recommendations for future research include a longitudinal study with the four participants to provide a better understanding of applied 21st century skills over time, a content analysis of various video games, and a mixed model study exploring the reading habits, literacy skills, and genre interests of gamers.

Papers by Katherine Hewett

IGI Global eBooks, 2022

According to the Entertainment Software Association (ESA) report, 70% of families have a child wh... more According to the Entertainment Software Association (ESA) report, 70% of families have a child who is actively playing video games at home. This pop culture phenomenon has challenged the way teachers think about learning and engagement. This chapter explores how the nature, culture, design, mechanics, and logistics of video games shape the way classroom gamers think. It examines how video games provide a space for strategic practice, the 21st-century skills acquired, and the tools gamers use as experts. Presenting background and context to help better understand why and how video game environments develop strategic thinking, the purpose of this chapter is to encourage educators to embrace video games to harness pop culture experiences as a means to motivate students to develop 21st-century literacy practices and skills. Through the reflections and framework of a teacher's experience who is an active researcher, it also discusses how a popular mainstream video game in the classroom changed her teaching and opened her eyes to a new type of learner.

New Directions for Student Leadership

Games and Culture

Simulation & Gaming

Background. Qian and Clark reported that little is known on the acquisition of 21st-century skill... more Background. Qian and Clark reported that little is known on the acquisition of 21st-century skills through video games and no educational model exists on how to best teach these skills in the classroom. Studies that explore educational models exhibited through video games like Minecraft contribute to the growing body of research in the field of game studies, game-based learning, and virtual environments. Aim. The purpose of this qualitative case study was to explore the 21st-century design processes, skills, and behaviors of high school gamers in order to generate an educational model that illustrates how those classroom gamers attempted to critically think, create, communicate, and collaborate (Four Cs) in Minecraft. Method. The triangulated data collection included six qualitative case study interviews, observation data (with demographics) from thirteen participants, and visual artifacts from six classes grounded in social constructivist, social constructionist, and interpretivist...

A dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF P... more A dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in CURRICULUM AND INSTRUCTION from Texas A&M University-Corpus Christi in Corpus Christi, Texas.