Cognitive and Motivational Impacts of Learning Game Design on Middle School Children

Autor/in	Akcaoglu, Mete
Titel	Cognitive and Motivational Impacts of Learning Game Design on Middle School Children
Quelle	(2013), (145 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Michigan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-5078-1
Schlagwörter	Hochschulschrift; Dissertation; Problem Solving; Teaching Methods; Skill Development; Computer Software; Programming; Games; Student Motivation; Middle School Students; Comparative Analysis; Control Groups; Experimental Groups; Surveys; Intervention; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Programmierung; Game; Spiel; Spiele; Schulische Motivation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Survey; Umfrage; Befragung
Abstract	In today`s complex and fast-evolving world, problem solving is an important skill to possess. For young children to be successful at their future careers, they need to have the "skill" and the "will" to solve complex problems that are beyond the well-defined problems that they learn to solve at schools. One promising approach to teach complex problem solving skills is using visual programming and game design software. Theoretically and anecdotally, extant research enlightened us about the cognitive and motivational potential of these software. Due to lack of empirical evidence, however, we are far from knowing if these claims are warranted. In this quasi-experimental study, I investigated the cognitive (i.e., problem solving) and motivational (i.e., interest and value) impacts of participating at the "Game Design and Learning Courses" (GDL) on middle school children (n = 49), who designed games following a curriculum based on problem solving skills. Compared to students in a control group (n =24), students who attended the GDL courses showed significantly higher gains in general and specific (i.e., system analysis and design, decision-making, troubleshooting) problem solving skills. Because the survey data seriously violated statistical assumptions underlying the analyses, I could not study the motivational impacts of the GDL courses further. Nevertheless, the GDL intervention bears implications for educators and theory. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01