Connecting game design with problem posing skills in early childhood

Kalmpourtzis, George

doi:10.1111/bjet.12607

Cited by 19 publications

(7 citation statements)

References 47 publications

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“…Coming from the fields of Human-Computer Interaction, user participation in the creation of the software that they will later use is realized through the field of participatory design [43]. In the context of designing DGBL activities, participatory design introduces learner-centricity, where different stakeholders, including designers, educators and students are members of the design process [44].…”

Section: Dgbl In Hementioning

confidence: 99%

“…Several frameworks have been proposed for the examination and analysis of DGBL activities [34], [44]- [47], focusing on various aspects of DGBL, such as game design, learning experience, learning strategies, and systems design. Even if they approach the subject from different perspectives, using different approaches, there is a clear need for addressing both gaming and learning aspects in educational game design [20].…”

Section: Constructive Alignment In the Context Of Dgbl Educationmentioning

confidence: 99%

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Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education

Kalmpourtzis¹,

Roméro

2020

IJSG

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Game design is a complex process based on balance between educational and gameplay experience in a coherent way. In the context of instructional design, Constructive Alignment aims to develop an outcome-based approach for designing learning activities during which the learners’ engagement through the activity is aligned with learning objectives and outcomes. Constructive Alignment focuses on the proposal of constructively aligned learning experiences, where assessment is the result of specially selected training activities, which are proposed based on intended learning outcomes. In this study, we analyze the game design process in an online master course on Game Design from a Constructive Alignment approach. We operationalize the Constructive Alignment in game design as the coherence between Learning Objectives, Game Mechanics, Learning Mechanics and the Assessment in the educational DGBL. The results analysis shows that the Game Based Learning course had a positive impact on students regarding the proposal of game design documents with coherence between Game Mechanics and Learning Mechanics as well as Learning Mechanics and Learning Objectives, while little focus on integrating Assessment mechanisms was observed. Based on the results of this study we propose to increase the focus on assessment in the process of game design.

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Section: Dgbl In Hementioning

confidence: 99%

Section: Constructive Alignment In the Context Of Dgbl Educationmentioning

confidence: 99%

Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education

Kalmpourtzis¹,

Roméro

2020

IJSG

Self Cite

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“…Mayer (1998) argued that problem posing can allow students to have positive attitudes toward course content and can enhance their metacognition abilities. Many studies have shown that the strategy of problem posing can allow students to engage in multi‐perspective thinking, which then boosts their abilities of critical thinking, creative thinking and reflection (Kalmpourtzis, 2019; Kopparla et al, 2019; Sung, Hwang, & Chang, 2016; Ye, Chang, & Lai, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts

Hwang¹,

Huang²,

Wang³

et al. 2020

Brit J Educational Tech

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In language courses, it is important to foster students’ systematic thinking and to develop their competence to express, appreciate, criticize and reflect, in particular in such courses as classical Chinese, which aim to develop students’ cultural and literature knowledge. Problem posing is a promising strategy to achieve this objective. However, without sufficient supports, students could feel frustrated since problem posing is a challenging task, in particular for young students. In this study, a fill‐in concept mapping‐based problem‐posing approach was proposed to address this problem. A learning system was developed based on the proposed approach and a quasi‐experiment was conducted on an eighth‐grade classical Chinese course to evaluate the performance of the proposed approach. The experimental results show that the concept mapping‐based problem‐posing approach improved the students’ learning achievement, critical thinking tendency and problem‐posing quality. The interview results further show that the students perceived the approach as being effective from the perspectives of “Improving article comprehension,” “Improving problem‐posing performances,” and “Boosting diverse thinking.”

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“…In the literature, studies are investigating various aspects of problem posing (Akbaba Dağ & Kılıç Şahin, 2019;Chang, 2007;Gökkurt et al, 2015;Kalmpourtzis, 2019;Kavuncu, 2019;Korkmaz & Gür, 2006;Setiawan, 2016;Stayonova, 2005;Tertemiz & Sulak, 2013;Turhan & Güven, 2014). It is emphasized in the literature that problem-posing is a subject that teachers and mathematics educators ignore and that more research is needed to investigate this issue (Akay, 2006;Turhan & Güven, 2014).…”

Section: Introductionmentioning

confidence: 99%

Investigation of Fourth Grade Students’ Problem Posing Skills

Sümen

2021

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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The concept of a fraction is the basis of many subjects in mathematics; therefore, it should be well understood by the students. In this study, fourth-grade students' problem-posing skills about fractions were investigated. The study was conducted as a survey type, one of the quantitative research methods. A total of 216 fourth-grade students participated in the study. The data were collected with Problem Posing Skills Test (PPST), consisting of five semistructured questions on fractions and assessed through a rubric developed in the study. The four sub-dimensions of the rubric are clarity, mathematical accuracy, the complexity of the problem, and compliance with the given solution. Data were analyzed with descriptive statistics, Kruskal Wallis, and Mann Whitney U tests. Data analysis results revealed that the level of the students' problem-posing skills was sufficient. Besides, it was found that the problem-posing skills scores of the students differed significantly according to their mathematics achievement but did not show significant differences according to gender. The results were discussed in the light of the relevant literature, and suggestions for new studies were offered.

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Connecting game design with problem posing skills in early childhood

Cited by 19 publications

References 47 publications

Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education

Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education

Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts

Investigation of Fourth Grade Students’ Problem Posing Skills

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