Ready Coder One: Collaborative Game Design-Based Learning on Gifted Fourth Graders' 21st Century Skills

Autor/inn/en	O'Grady-Jones, Mary; Grant, Michael M.
Titel	Ready Coder One: Collaborative Game Design-Based Learning on Gifted Fourth Graders' 21st Century Skills
Quelle	In: Gifted Child Today, 46 (2023) 2, S.84-107 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grant, Michael M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/10762175221149259
Schlagwörter	Academically Gifted; Talent; Computer Games; Educational Games; Cooperative Learning; Design; Game Based Learning; Coding; Computer Science Education; Elementary School Students; Grade 4; 21st Century Skills; Problem Solving; Creativity; STEM Education; Art Education; Affordances + Suchen Sie Ihr Suchwort? Begabung; Hochbegabung; Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Kooperatives Lernen; Codierung; Programmierung; Computer science lessons; Informatikunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Problemlösen; Kreativität; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung
Abstract	The purpose of this research was to describe the impact of digital game building on fourth grade gifted and talented students' problem-solving, creativity, and collaboration skills. Increasingly, there has been a call to involve students in real-world experiences through projects that explore authentic issues using technology. Game design-based learning with its unique set of affordances may offer a path to integrating technology, computer science education, creativity, and problem-solving. Increasingly, the ability to create rather than just consume technology has gained attention linking creativity and collaboration to using coding language. In this study, data collection included student reflection journals, classroom observations, classroom video recordings, a focus group interview, and students' games. Participants came from two GT classes (n = 45). Qualitative analysis identified five themes: overcoming challenges of group work, developing a culture of collaboration, creating narrative, and connecting science, problem-solving in Scratch's coding environment, and reflecting on learning. Findings indicated involving gifted students in game design-based learning in science had a positive impact on student perceptions of problem-solving, creativity, and collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01