Teaching Systems Thinking through Game Design

Autor/inn/en	Akcaoglu, Mete; Green, Lucy Santos
Titel	Teaching Systems Thinking through Game Design
Quelle	In: Educational Technology Research and Development, 67 (2019) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akcaoglu, Mete)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-018-9596-8
Schlagwörter	Systems Approach; Computer Games; Design; Rural Schools; Middle School Students; Enrichment Activities; Visual Aids; Control Groups; Experimental Groups; Teaching Methods; Problem Solving; Computer Science Education; Pretests Posttests; Student Attitudes; Thinking Skills; Outcomes of Education; Cognitive Ability; Intervention + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Computer game; Computerspiel; Computerspiele; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bereicherungsprogramm; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Computer science lessons; Informatikunterricht; Schülerverhalten; Denkfähigkeit; Lernleistung; Schulerfolg
Abstract	In this mixed-methods study, we examined if students benefitted from a game design course offered during an enrichment hour in terms of gains in their system analysis and design skills. Students at a rural middle school in Southeast US (n = 19) attended a 1-hour game design course offered weekly during an academic enrichment class period, for the duration of a school year, learning basics of digital game-design and practicing system design skills such as making flowcharts. The results of quasi-experimental data indicated that the treatment group's pretest--posttest system analysis and design skills, compared to the control group, which did not receive any training, further improved, F(1,33) = 16.516, p < 0.001. Results from the interviews showed that the participants were able to verbalize how they applied system analysis and design skills developed during the course to problem-solving in different contexts. We discussed the instructional aspects of learning game-design that align with systems thinking. We also explored the possible influence of initial cognitive skills on student learning outcomes from such interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01