Developing students’ digital competences through collaborative game design

Laakso, Noora; Korhonen, Tiina; Hakkarainen, Kai

doi:10.1016/j.compedu.2021.104308

Cited by 36 publications

(20 citation statements)

References 41 publications

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“…Even if the first problem was designed to have a unique numerical solution, it had multiple entry points in the sense of enabling students to explore multiple coding paths to reach the solution. Third, DM artifacts could assume a range of customizable forms, such as storytelling, creating animations, and designing a game that aims to support students’ personal expression (Laakso et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Creativity Development With Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts

Weng

Cui

et al. 2022

Journal of Educational Computing Research

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Creativity, one of the cornerstones of students’ 21st-century skills, is regarded as an important learning outcome of science, technology, engineering, arts, and mathematics (STEAM) education. Meanwhile, problem-based digital making (DM), which combines the child-friendly programming activities of DM with problem-solving elements, is an emerging instructional design to facilitate STEAM learning. This qualitative case study examines the implementation of a problem-based DM instructional program that used the block-based programming tool Scratch to cultivate the participants’ creativity. Fifty-four middle school students (aged 10–14 years) in Hong Kong participated in the program, which totaled 10 contact hours over five consecutive weeks. Through triangulating students’ DM artifacts, video recordings, field notes, and interviews, the researchers characterized the students’ creative expression, examined the role of problem-based DM in encouraging creative work, and investigated the use of Scratch for mediating student creativity. The results showed that problem-based DM activities fostered students’ creative expressions in the dimensions of novelty, utility, aesthetics, and authenticity. While Scratch mediated the way the students presented their solutions, it had limitations that hindered the students’ digital artifact construction. The findings provide theoretical insights for framing creativity and offer practical implications for the implementation of problem-based DM in K–12 contexts.

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Section: Methodsmentioning

confidence: 99%

Creativity Development With Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts

Weng

Cui

et al. 2022

Journal of Educational Computing Research

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“…У статтi Noora Laakso, Tiina Korhonen, Kai Hakkarainen [13] розглядається, як учнi початкової та середньої школи сприймали участь у проєктi з iгрового дизайну, та як проєкт сприяв розвитку їхньої самооцiнки цифрової компетентностi. Nicholas Howard та Wan Ng [17] дослiджують цiлi використання пiдлiтками мобiльних пристроїв та аналiзують поняття "мобiльна цифрова грамотнiсть" (Mobile digital literacy), яке визначають як здатнiсть молодих людей ефективно та безпечно взаємодiяти з iнформацiєю та людьми у вiртуальному середовищi, пiдтримувати своє формальне i неформальне навчання протягом життя.…”

Section: аналIз публIкацiйunclassified

The experience of thesis writing in terms of the methodological students' digital competence development

Riezina¹,

Пузікова²,

Kotyak³

2022

Educ. Dimens.

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In the context of digital technologies' development, digital competence is a necessary prerequisite for everyone to learn, work, and actively participate in social life. Higher education institutions are faced with the mission of selecting and developing appropriate teaching strategies and cultivating digital competencies of students and academics, as well as using appropriate tools to improve the quality of education. The article highlights the experience of forming digital competencies among students majoring in the 122 Computer Science specialization while writing their thesis. Students developed a university automated system for choosing disciplines from the variable part of the curriculum. The practical results obtained by students during the research in accordance with the thesis tasks are represented by the following: examples of UML and ER diagrams (design stages), graph images (implementation stage), sections of the program code and test results of the created automated system (implementation and configuration stages of the software product). The formation and development of digital competencies during such thesis research is analyzed. The European model of digital competencies ``The Digital Competence Framework for Citizens'' (DigComp 2.1) has been selected as a conceptual standard. Attention is focused on three areas of DigComp 2.1: information and data literacy; digital content creation; problems solving in the digital environment. The activities that contribute to the formation of these competencies are outlined. It is concluded that the described strategy promotes the formation and development of digital competence at the eighth (highest) professional level in accordance with the DigComp 2.1 model for higher education students majoring in the 122 Computer Science specialization.

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“…Thus, empirical studies have revealed that essential elements for excellent instructional games should contain a clear set of goals, challenge, potential control, and immediate and appropriate feedback [6]. Students generally hope to use an enjoyable and effective method integrated with challenging games to effectively learn when playing games [27].…”

Section: Digital Game-based Learningmentioning

confidence: 99%

Promoting Students’ Math Learning Performance and Engagement: A Help-seeking Mech+C3:C18anism-based Mobile Gaming Approach

Yang¹,

Yang²,

Hsieh³

et al. 2022

Journal of Internet Technology

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<p>Mobile game-based learning systems are generally expected to be interactive, connectable, and recordable. Researchers have indicated that it is important to promote interaction between peers during mobile learning activities in class. In this study, an interactive mobile math game with a help-seeking mechanism is proposed to improve elementary school students’ learning achievements, learning motivation and social interactions. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school mathematics course. A total of 59 third graders from two classes participated in the experiment. One class with 30 students was assigned to the experimental group learning with the interactive mobile math game with the help-seeking mechanism, while the other class with 29 students was assigned to the control group learning with the conventional mobile gaming approach. Based on the empirical results, it was found that the proposed approach effectively promoted the students’ learning achievement and learning motivation. A follow-up analysis of the experimental results further showed that the proposed approach benefited the students with low mathematics self-efficacy more than those with high self-efficacy, indicating the potential of the approach for helping students with low self-efficacy improve their mathematics ability.</p> <p> </p>

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Developing students’ digital competences through collaborative game design

Cited by 36 publications

References 41 publications

Creativity Development With Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts

Creativity Development With Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts

The experience of thesis writing in terms of the methodological students' digital competence development

Promoting Students’ Math Learning Performance and Engagement: A Help-seeking Mech+C3:C18anism-based Mobile Gaming Approach

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