Design and Implementation of the Game-Design and Learning Program

Autor/in	Akcaoglu, Mete
Titel	Design and Implementation of the Game-Design and Learning Program
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 60 (2016) 2, S.114-123 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-016-0022-y
Schlagwörter	Games; Instructional Design; Computer Science Education; Programming; Hands on Science; Problem Solving; Skill Development; Thinking Skills; Young Children + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer science lessons; Informatikunterricht; Programmierung; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Frühe Kindheit
Abstract	Design involves solving complex, ill-structured problems. Design tasks are consequently, appropriate contexts for children to exercise higher-order thinking and problem-solving skills. Although creating engaging and authentic design contexts for young children is difficult within the confines of traditional schooling, recently, game-design has emerged as an alternative context to provide young children with opportunities to practice design and thinking skills. Despite the increasing interest from educators and researchers to use game-design as a platform to teach young students higher-order thinking skills, literature documenting design and development of such learning experiences has been scarce. This paper provides a detailed account of how a complex network of pedagogies, theories, and technologies were brought together to design and develop the Game Design and Learning (GDL) program, with the purpose of teaching students basics of computer programming, and to give them hands-on experiences in game-design, and teach them complex problem-solving skills. The GDL program can serve as an example for efforts aiming to create similar technology-rich environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01