An investigation of the artifacts and process of constructing computers games about environmental science in a fifth grade classroom

Baytak, Ahmet; Land, Susan M.

doi:10.1007/s11423-010-9184-z

Cited by 103 publications

(88 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The study has shown that even within eight hours of lessons children were able to make progress with Scratch and their learning of programming. This was similar to the results of Baytak and Land (2011), who reported that children had completed games after 10 Scratch lessons or 6 for their experienced children, as well as being similar to the game construction work of Robertson and Howells (2008) with the Neverwinter Nights project.…”

Section: -3supporting

confidence: 86%

“…Children were given 8 lessons to introduce them to programming and also to gauge how much they enjoyed working with Scratch. Baytak and Land (2011) in their study focused on learning by design where 10 to 11 year old children planned and designed and then created their game with Scratch during a science project. At Harvard University Scratch has been used as an introduction to programming for new undergraduate students (Malan & Leitner, 2007;Malan, 2010).…”

Section: Scratchmentioning

confidence: 99%

See 1 more Smart Citation

Games for and by Teachers and Learners

2015

View full text Add to dashboard Cite

With the advent of social media it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically one strand of technology enhanced learning, i.e. game-based learning, aligns only slightly to this development. Games while there to experience, explore and collaborate are almost exclusively designed by professionals. Despite, or maybe because, games are the exclusive domain of professional developers, the general impression is that games require complex technologies and that games are difficult to organise and to embed in a curriculum. This chapter will make a case that games are not necessarily the exclusive domain of game professionals. Rather than enforcing teachers to get acquainted with and use complex, technically demanding games, we will discuss approaches that teachers themselves can use to build games, make use of existing games and even one step beyond use tools or games that can be used by learners to create their own designs, e.g. games or virtual worlds.

show abstract

Section: -3supporting

confidence: 86%

Section: Scratchmentioning

confidence: 99%

Games for and by Teachers and Learners

2015

View full text Add to dashboard Cite

show abstract

“…For these reasons, qualitative and quantitative analysis can be used especially from multiple sources to enhance the trustworthiness of a study. Common assessment tools are observation field notes, audio/video recordings data, deliverables collection, interviews, evaluation forms and rubrics and pre/post surveys so as to evaluate student attitudes, motivation and programming concepts [19][20][21][22][23][24]. Furthermore, there are free available web tools that automatically explore the presence of programming concepts in the students' Scratch files, such as Dr. Scratch [25,26] and Scrape [27].…”

Section: Proposed Game Design and Development Stagesmentioning

confidence: 99%

Systematic Design and Rapid Development of Motion-Based Touchless Games for Enhancing Students’ Thinking Skills

2018

View full text Add to dashboard Cite

Abstract:During the last few years, there has been a growing interest in students getting engaged in digital game-making activities so as to enhance their thinking skills. The findings of studies that have examined the impact of such initiatives are quite positive, especially concerning the promotion of 21st century skills; however, many students seem to face difficulties in getting a deeper understanding of the game development life cycle. Additionally, students often have difficulties in meaningfully reusing and applying the concepts from various subjects, mainly mathematics and physics, into their game-making tasks or in understanding advanced programming commands while creating their games. The present study presents an innovative game-making teaching approach that suggests a series of steps for the systematic design and rapid development of motion-based touchless games, i.e., games that are based on natural user interaction technologies, like the Microsoft Kinect camera. Findings from evaluation studies in two (2) secondary schools indicate that this approach can increase student motivation, strengthen their computational thinking, enhance their understanding of geometric principles and improve their social skills.

show abstract

“…Even though Scratch has been actively used in the scene of education as a creative computing tool, most applications in the literature focus on its effects on computational thinking, science learning, digital literacy, and perception of computer-based majors (e.g., Baytak & Land, 2011;Blau, Zuckerman, & Monroy-Hernandez, 2009;Brennan, 2011;Kafai, Peppler, & Chiu, 2007;Maloney, Peppler, Kafai, Resnick, & Rusk, 2008;Meerbaum-Salant, Armoni, & Ben-Ari, 2010;Wolz, Stone, Pulimood, & Pearson, 2010). Unfortunately, there is limited number of studies focusing on applications of Scratch in mathematics education.…”

Section: Place Of Creative Computing In Learning Mathematicsmentioning

confidence: 99%

Supporting Children’s Learning of Probability Through Video Game Programming

Akpınar

Aslan

2015

Journal of Educational Computing Research

View full text Add to dashboard Cite

Teaching programming and creating games have attracted much attention over the years, mostly the attention of curriculum developers and teachers. This study designed and developed a video game-based intervention, then investigated the effects of this intervention on middle school students' learning of probability concepts. In the study, the students learned and used Scratch as a game programming tool. Initially, they received hands-on learning activities on how to use Scratch, and then developed video games based on scenarios authored by the researchers. The study collected quantitative as well as qualitative data using two different measurement tools: probability achievement test and student project assessment rubric, respectively. The data revealed that students were able to learn and use Scratch and develop probability-related and probability-based algorithms that generate random results successfully. The effect of Scratch intervention on students' learning of probability was statistically significant. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the Conclusion section.

show abstract

An investigation of the artifacts and process of constructing computers games about environmental science in a fifth grade classroom

Cited by 103 publications

References 25 publications

Games for and by Teachers and Learners

Games for and by Teachers and Learners

Systematic Design and Rapid Development of Motion-Based Touchless Games for Enhancing Students’ Thinking Skills

Supporting Children’s Learning of Probability Through Video Game Programming

Contact Info

Product

Resources

About