Connected Gaming: An Inclusive Perspective for Serious Gaming

Kafai, Yasmin B.

doi:10.17083/ijsg.v4i3.174

Cited by 7 publications

(5 citation statements)

References 18 publications

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“…The "A me gli occhi" project started from the hypothesis that a game based training of visuospatial abilities in primary school students would have a positive effect on their school performance in math. The project stems from previous works showing that there is a correlation between visuospatial abilities and results in STEM areas [7]. Actually, Rowrie, Logan and Ramful describe an experiment in which they have found a positive influence of visuospatial training on results in mathematics.…”

Section: Discussionmentioning

confidence: 99%

“…There is an extensive body of research that has accumulated over the past twenty years, which consistently shows a correlation between visuospatial abilities and success in mathematics and science. For example, Newcombe [7] reports several different longitudinal studies that started back in the fifties and followed the development of a large number of American children from nursery school to adulthood. These studies have shown that there is a strong correlation between visuospatial abilities and results in STEM areas.…”

Section: Visuospatial Abilities and Digital Gamesmentioning

confidence: 99%

“…Furthermore, the development of these abilities lasts for many years, starting with infants and continuing through childhood and adolescence. Motor activities, especially at preschool level, may positively affect young children's visuospatial abilities: active movement allows them to link action and cognition, keeping track of the environment during movement and tracking objects during their manipulation [7].…”

Section: Visuospatial Abilities and Digital Gamesmentioning

confidence: 99%

“…There are great individual differences in visuospatial abilities; nevertheless, these abilities can be trained with long lasting improvements [6]. According to Newcombe and Frick [7], early interventions to integrate spatial contents into formal education may also reduce differences related to gender and socioeconomic status that may limit a full participation in our technological society. They report research studies that suggest that spatial transformation skills continue to develop through early childhood, so interventions across a range of ages may have a significant impact on children's cognitive development.…”

Section: Introductionmentioning

confidence: 99%

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Visuospatial Abilities Training with Digital Games in a Primary School

Freina

Bottino

Ferlino

2020

IJSG

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The “A me gli occhi” project was organized to support the development and consolidation of visuospatial abilities in students of the last two years of the Italian primary school, with the hypothesis that such a training would have a positive impact on their performance in mathematics. Twenty game based training sessions were set up along the whole school year, involving two experimental classes, while another two classes served as control group. Students’ mathematical abilities were measured at the beginning of the project and at the end using a math test that had been standardized on the Italian population. Results show a statistically significant improvement in the experimental group when compared to the control one for nearly all the indicators considered, confirming the initial hypothesis. ypothesis.

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Section: Discussionmentioning

confidence: 99%

Section: Visuospatial Abilities and Digital Gamesmentioning

confidence: 99%

Section: Visuospatial Abilities and Digital Gamesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Visuospatial Abilities Training with Digital Games in a Primary School

Freina

Bottino

Ferlino

2020

IJSG

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“…Even though CT is a wider concept than coding, some CT skills can be developed and fostered through coding activities. Furthermore, one of the indications which derives from an analysis of the literature in the field [13], and which is present in the Italian Ministry guidelines, is that a simple and amusing way to develop CT skills is through coding in a gaming environment.…”

Section: Introductionmentioning

confidence: 99%

Fostering Computational Thinking skills in the Last Years of Primary School

Freina

Bottino²,

Ferlino³

2019

IJSG

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The introduction of Computational Thinking (CT) in Italian compulsory schools is on the way, and there is a general need for new methodologies to support teachers’ work. A one-year long learning path supporting the development of CT skills in primary school students through game making activities was defined and tested in a case study with one grade 5 class. All students in the class were actively involved regardless of their personal interest, their participation was generally high, their skills increased along the project, and the main objectives were reached. Nevertheless, results suggest that a longer time span is needed for students to master deeply the new concepts and tools, class organization proved to be crucial and this confirms the need for an adequate teachers’ training before introducing CT in classroom activities. Students demonstrated to be on the right path to approach CT through game making, but they still need to be guided in taking the player’s perspective and making their games easy to be understood and played. At the end of the case study, the learning path was revised and is now in use in a three-year long project in a primary school.

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