Exploring adolescent's STEM learning through scaffolded game design

Games, Alex; Kane, Luke

doi:10.1145/2159365.2159366

Cited by 8 publications

(2 citation statements)

References 11 publications

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“…For teaching CT, game-based learning [70,71], particularly game design [2,5,12,13], shows promise. Game design has the benefit of introducing students to CT through creative practices [2,13,18,22,28,39,50,59], and allows them to apply CT concretely while designing and creating digital artifacts [29,30]. For assessing CT, various instruments are being developed, including surveys [10] and tests [8], but finding and validating CT measures that assess CT consistently across different disciplines remains challenging.…”

Section: Introductionmentioning

confidence: 99%

Is My Game OK Dr. Scratch?

Troiano

Snodgrass

Argımak

et al. 2019

Proceedings of the 18th ACM International Conference on Interaction Design and Children

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Computational thinking (CT) is key to digital literacy and helps develop problem-solving skills, which are fundamental in modern school. As game design shows potential for teaching CT, metrics like Dr. Scratch emerge that help scholars systematically assess the CT of student-designed games, particularly with Scratch. Compared to other CT metrics, Dr. Scratch scores the CT of Scratch projects automatically and can be used to describe CT development. However, previous research using Dr. Scratch summatively assessed CT, but did not look at CT development. We use Dr. Scratch to assess the CT development of Scratch games designed by 8 thgrade students in STEM curricula. We show how CT proficiency in student-designed games develops differently in each CT dimension, where parallelism, synchronization, and logic develop proficiently, while developing abstraction seems hard. We discuss insights into game-based CT development for STEM, and suggest improvements for metric-based CT assessment. CCS CONCEPTS • Social and professional topics → Computing literacy; Student assessment; K-12 education; • Human-centered computing → User studies; Empirical studies in interaction design;

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Section: Introductionmentioning

confidence: 99%

Is My Game OK Dr. Scratch?

Troiano

Snodgrass

Argımak

et al. 2019

Proceedings of the 18th ACM International Conference on Interaction Design and Children

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“…For example, game design, as a constructionist activity, can develop youth's disciplinary interest, agency, identity, and conceptual understanding (Baytak & Land, 2010;Bonsignore et al 2016;Harel & Papert, 1991;Kafai, 1995;Kafai et al, 2012;Kafai & Burke, 2015;Kafai, Fields & Searle, 2012;Pepper & Glosson, 2012;Salen, 2007). There are also advantages in learning through narrative (Bruner, 2003;Cohn, 2000;Landau, 1997), comic books (Jee & Angorro, 2012;Matuk, Diamond & Uttal, 2009;Spiegel et al, 2013), playing games (Barab et al, 2012;Ermi & Mayra, 2005;Fullerton, 2008;Liao et al, 2011;Miller et al, 2011), designing (Benenson, 2002;Fortus et al, 2004;Games, 2010Games, , 2011Guzey et al, 2019;Harel & Papert, 1990, 1991Kafai, 1995Kafai, , 2003Kafai et al, 2012;Kafai, Fields & Searle, 2012;Pinkard et al, 2017;Kolodner et al, 1998;New London Group, 1996;Peppler & Glosson, 2012;Salen, 2017), and collaborating with peers (Johnson & Johnson, 1985, 1999Jonassen, 1991…”

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confidence: 99%

Iterations on a Transmedia Game Design Experience for Youth’s Autonomous, Collaborative Learning

Matuk

Hurwich

Prosperi

et al. 2020

IJDL

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Transmedia design, which involves extending a narrative from one medium to another, offers a context for potentially rich, interdisciplinary learning. We explored these opportunities by creating a week-long workshop to guide 7th-grade student teams in designing games based on comic books about viruses. This design case describes the framework and rationale behind our design choices. It illustrates our experiences by drawing on field note observations and audio recordings, student-generated design artifacts, student and facilitator interviews, and planning documentation from across two iterations of the workshop. We reflect on our experiences in attempting to balance (1) the dual focus of the workshop on science learning and game design through our choices of comic and game genres; and (2) the ability for students to be both autonomous and to receive necessary guidance through our enforcement of design constraints and interdependent team roles. We also reflect on the contextual factors that mediated our work, including students’ existing interests and peer relations, their teachers’ involvement, and our own team’s shifting expertise as membership changed from one iteration to the next. Among other things, our experiences highlight the importance of designing to allow for change, particularly as learning through collaborative transmedia game design can occur in unanticipated ways. Finally, we reflect on plans for future iterations of this workshop.

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Learning problem-solving through making games at the game design and learning summer program

Akcaoğlu

2014

Education Tech Research Dev

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Exploring adolescent's STEM learning through scaffolded game design

Cited by 8 publications

References 11 publications

Is My Game OK Dr. Scratch?

Is My Game OK Dr. Scratch?

Iterations on a Transmedia Game Design Experience for Youth’s Autonomous, Collaborative Learning

Learning problem-solving through making games at the game design and learning summer program

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