Literaturnachweis - Detailanzeige
| Autor/inn/en | Rosen, Yigal; Jaeger, Garrett; Newstadt, Michelle; Bakken, Sara; Rushkin, Ilia; Dawood, Maneeza; Purifoy, Chris |
|---|---|
| Titel | A Multidimensional Approach for Enhancing and Measuring Creative Thinking and Cognitive Skills |
| Quelle | In: International Journal of Information and Learning Technology, 40 (2023) 4, S.334-352 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Rosen, Yigal) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2056-4880 |
| DOI | 10.1108/IJILT-12-2022-0227 |
| Schlagwörter | Creative Thinking; Cognitive Ability; Measurement Techniques; Formative Evaluation; Play; Skill Development; Creativity; Problem Solving; Perspective Taking; Executive Function; Spatial Ability; Children; Educational Technology; Educational Games |
| Abstract | Purpose: Despite the fact that research on creativity and cognition have garnered the attention of researchers and practitioners for decades, there is a lack of valid, reliable, and accessible instruments for enhancing and measuring these critical skills. Leveraging research from The LEGO Foundation and in collaboration with BrainPOP and the Learning Economy Foundation, this paper introduces an assessment framework for holistic skills and reports evidence from the 2022 validation study. Design/methodology/approach: The complexities associated with both competencies such as multidimensionality, authenticity, and domain specificity pose a major issue for its measurement and credentialing. This paper provides evidence-based insights on promising ways to measure and provide actionable insights on holistic skills. Findings: Preliminary evidence supports the assessment framework for holistic skills. Research limitations/implications: Future directions for further development of the assessment are discussed. Practical implications: The framework should also be of help for practitioners looking for research-based guiding principles for the design of learning-through-play activities aimed to help develop holistic skills across a wide range of digital, physical, and hybrid modalities. Social implications: The framework provides new instruments and insights for evaluating the social and educational impact of learning-through-play programs and initiatives. Originality/value: The learning progressions and formative assessment for holistic skills development are novel and clearly needed in research and practice of learning-through-play. (As Provided). |
| Anmerkungen | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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