Examining Digital Game-based Learning through the Lens of 21st Century Gamers
PROCEEDINGS
Kari Richards, Wu Min, Alex Games, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This pilot study provides a glimpse into an after-school game design program, and the implications for the teaching of computational thinking. Through the evaluation of two game development and design programs, and their effects on a primary body of students, the researchers were able to identify the emergence of computational thinking skills in a group of middle school students over a twelve week period. The study found that following the 12 week program students were able to perform the fundamental tasks of Computational Thinking: decomposition, pattern recognition, pattern generalization to define abstractions or models, algorithm design, and data analysis and visualization. In addition the students demonstrate the ability to incorporate these skills in scenarios outside of the limited purview of the game environment and apply them to a broader set of problems.
Citation
Richards, K., Min, W. & Games, A. (2011). Examining Digital Game-based Learning through the Lens of 21st Century Gamers. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 45-52). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/36231/.
Keywords
References
View References & Citations Map- Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
- Bundy, A. (2007). Computational thinking is pervasive. Retrieved November 17, 2010, from http://www.inf.ed.ac.uk/research/programes/comp~think/
- Cooper, S, Perez, L.C., & Rainey, D. (2010). K-12 computational learning. Communications of the ACM, 53(11), 27-29.
- Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety: Experiencing Flow in Work and Play. San Francisco: Jossey-Bass.Games, I.A. (in press) Gamestar Mechanic: Learning a Designer Mindset through Communicational Competence with the Language of Games. To Appear in Learning, Technology and Media.
- Cuban, L. (2001). Oversold and Underused: Computers in Classrooms, 1980-2000. Cambridge, MA: Harvard University Press. Games, I.A. (2008a) Three Dialogs: a framework for the analysis and assessment of twenty-first-century literacy practices, and its use in the context of game design within Gamestar Mechanic. E-Learning 5 (4). 396-417.
- Gee, J.P. (2003). What VideoGames Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan.
- Gee, J.P. (2007). Good videogames+ good learning: Collected essays on videogames, learning and literacy. New York: Peter Lang.
- Gee, J.P. (2008). What videogames have to teach us about learning and literacy, revised and updated. Basingstoke: Palgrave Macmillan.
- Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In The interpretation of cultures (chapters 1 and 15). New York: Basic Books.
- Friendly, M., & Denis, D. (2001). Milestones in the history of thematic cartography, statistical graphics, and data visualization. Web document, available at http://www.math.yorku.ca/SCS/Gallery/milestone/milestone.pdf, 174.
- Klagge, J. (2001). Wittgenstein: biography and philosophy. Cambridge: Cambridge Univ Press.
- Koster, R. (2005). A Theory of fun for game design. Scottsdale, Az: Paraglyph Press.
- Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
- Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
- Lieberman, D.A. (2006). What can we learn from playing interactive games. In P. Vorderer & J. Bryant (Eds.), Playing videogames motives responses and consequences (pp. 379-397). Lawrence Erlbaum Association.
- Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Journal of Computers& Education, 52, 1-12.
- Prensky, M. (2001). Digital game-based learning. New York: Mcgraw-Hill.
- Prensky, M. (2006). Don’t Bother Me, Mom, I’m Learning!”: How Computer and VideoGames Are Preparing Your Kids for 21st Century Success and How You Can Help! Minnesota: Paragon House. Rankin, Y. Et al. (2008). User centered game design: Evaluating massive multiplayer online role playing games for second language acquisition. Sandbox Proceedings of the 2008 ACM SIGGRAPH symposium on Videogames, 43-50.
- Travers, R.M.W. (1973). Educational technology and related research viewed as a political force. In R.M.W. Travers (Ed.), Handbook of research on teaching (2nd ed., pp. 979-996). Chicago: Rand McNally.
- Wenger, E. (2007) Communities of practice. A brief introduction. Communities of practice. Http://www.ewenger.com/theory/. Accessed November 06, 20010.
- Wing, J.M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
- Wing, J.M. (2008). Computational thinking and thinking computing. Philosophical Transactions of the Royal Society A, 366, 3717-3725.
- Wittgenstein, L. (2001). Philosophical Investigations: The German Text, with a Revised English Translation (G.E.M. Anscombe & E. Anscombe, Trans. 3rd ed.). Oxford: Blackwell Publishing Ltd.
- Vygostky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.-52 DASHDASH
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Teaching problem solving through making games: Design and implementation of an innovative and technology-rich intervention
Mete Akcaoglu, West Virginia University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 597–604
-
Teaching Problem Solving through Game Design: Reflections on Game Design and Learning Summer Camp
Mete Akcaoglu, Michigan State University, United States; D. Matthew Boyer, Yeditepe University, Turkey; Kristen Kereluik, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3–7
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.