Digital Games for Young Children Ages Three to Six: From Research to Design

Lieberman, Debra; Fisk, Maria Chesley; Biely, Erica

doi:10.1080/07380560903360178

Cited by 125 publications

(88 citation statements)

References 34 publications

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“…(Lieberman, Fisk, & Biely, 2009b). Lieberman et al, (2009b) distinguish the quality of digital learning activities in the following categories:  Well-designed activities-provide powerful interactive experiences which can enhance the learning of young children, fostering skills development, as well as their healthy development;…”

Section: Digital Activities and Childrenmentioning

confidence: 99%

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Zaranis¹,

Kalogiannakis²,

Papadakis³

2013

145

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New ICT tools allow children to take advantage of new learning platforms as well aiding them effectively in attaining new knowledge through activities related to their immediate interests and real life scenarios. Nowadays, computers and digital applications are a part of the daily life of children. In kindergarten education, properly designed digital educational activities can become a very powerful educational tool for efficient and effective learning. The utilization of interactive activities may contribute towards the growth of learning incentives as well as proper mental development in particular areas; such as mathematics and science. Mobile devices have new attractive features and provide considerable advantages in the teaching of mathematics in kindergarten education. Our study proposes the integration of mobile devices, running our own specially designed learning activity applications, in kindergarten classrooms. These applications are based on the three levels of Realistic Mathematics Education (RME) targeting fundamental mathematical concepts for the kindergarten level. We intend to gather information on effectiveness of the incorporation of these devices and applications as leaning tools for kindergarteners.

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Section: Digital Activities and Childrenmentioning

confidence: 99%

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Zaranis¹,

Kalogiannakis²,

Papadakis³

2013

145

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“…This main category had the lowest percentage for students in Turkey. Although students perceived game as more real games, some results show that digital games have taken place in real games (Lieberman et al, 2009;Solmaz & Yüksel, 2012;Yengin, 2012). Although children perceive the game concept as more real games, they can prefer to play digital games.…”

Section: Discussionmentioning

confidence: 99%

How Do Elementary Students in Turkey and the Czech Republic Perceive the Game Concept? A Phenomenographic Study With Draw and Write Technique

Doğan¹,

Tıngaz²,

Hazar³

et al. 2018

JETS

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The purpose of this study is to compare the perception concerning game concept of 4th grade students in Turkey and the Czech Republic. 19 fourth grade elementary students in the Czech Republic and 40 fourth grade elementary students in Turkey were selected by criterion and convenience sampling. They responded to a specific question "What is the meaning of game for you?" effectively through writing and drawing. Phenomenographic analysis was used to analyze the data. As a result, it is detected that fourth grade elementary students in Turkey and the Czech Republic perceive the game concept as real games more than digital games. Although the two groups have different cultural characteristics they drew and wrote the same games in some main categories. In addition, students in Turkey drew and wrote digital games less frequently than the students in the Czech Republic.

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“…Bu oyunların oynanış şekli ve süresi göz önüne alınacak olursa, çoğunlukla oturarak ve saatler süren bir oyun oynama şeklinde olduğu, bunun sonucu olarak oyuncuların beslenme, uyku, tuvalet gibi ihtiyaçlarını erteledikleri ve uzun süreli hareketsiz kalmaktan dolayı solunum, dolaşım, kas ve iskelet sistemleri gibi sistemlerin gelişimlerinin olumsuz etkilendiği yapılan araştırmalarda vurgulanmaktadır. Artarak devem eden dijital oyun oynama davranışının bir sonucu olarak, bireylerin birer oyun bağımlısı olduğu da altı çizilmesi gereken önemli konulardandır (Smith, 2004;Gentile ve Anderson, 2006;Horzum vd., 2008;Lieberman, 2009;Griffiths ve Meredith, 2009;Yengin, 2010;Ögel, 2012;Akçayır, 2013;Arslan vd., 2014;Aydoğdu-Karaaslan, 2015;Torun, Akçay ve Çolaklar, 2015).…”

Section: Introductionunclassified

“…As a result of researches, it has been proved that especially the children in development period were more easily affected by cognitively, emotionally, socially and physically, because these areas of development were affected directly by digital games (Tüzün, 2002;;Smith, 2004;Gentile ve Anderson, 2006;Horzum vd. 2008;Griffiths ve Meredith, 2009;Lieberman, 2009;Yengin, 2010;Tarhan ve Nurmedov, 2011;Akçay ve Özcebe, 2012;Şahin ve Tuğrul, 2012;Irmak, 2016;Ögel, 2012;Akçayır, 2013;Ocak, 2013;Arslan vd., 2014;Aydoğdu-Karaaslan, 2015;Torun, Akçay ve Çolaklar, 2015). Within the scope of these discussions; it can be said that children, especially in the game age, most likely face with an important problem such as digital game addiction which is defined as process-behavior addiction.…”

Section: Introductionmentioning

confidence: 99%

Digital Game Addiction Scale for Children<p>Çocuklar İçin Dijital Oyun Bağımlılığı Ölçeği

Hazar

2017

HumanSciences

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The aim of this study is to determine the validity and reliability of the Digital Game Addiction Scale for Children. The sample group with a mean age of 12 consisted of 364 persons, 152 female (42%) and 212 male (58%). Explanatory factor analysis (AFA) and confirmatory factor analysis (DFA) were performed to ensure the validity of the scale. In the explanatory factor analysis, the items are aggregated under four factors and explain 47.953 of the total variance. The first sub-factor consists of 7th, 10th, 12th, 15th, 19th, 20th, 30th, the second sub-factor consists of 1st, 3rd, 16th, 22nd, 24th, 28th, 31st, the third sub-factor consists of 17th, 21st, 23rd, 25th, 27th, 29th, the fourth sub-factor consist of 2nd, 4th, 13th,14th items. Within the scope of item analysis, the mean scores of the sub 27% (individuals with high levels of measured characteristics) of the group and the top 27% (individuals with low levels of measured characteristics) of the group was examined by conducting independent t-test. Confirmatory factor analysis results have been found to meet standard compliance indices. The reliability of the instrument was tested by the Cronbach Alpha internal consistency coefficient and the Test-retest method. When the reliability analysis results are taken into account, it can be said that the scale is a reliable measuring tool.Keywords: Child; play; digital game; addiction; game addiction.(Extended English abstract is at the end of this document) Özet Bu çalışmanın amacı; "Çocuklar İçin Dijital Oyun Bağımlılığı Ölçeği" nin geçerlik ve güvenirliğini tespit etmektir. 152'si kız (%42), 212' si erkek (%58) toplam 364 kişilik çalışma gurubunun yaş ortalaması 12'dir. Ölçeğin yapı geçerliğini sağlamak amacıyla açımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA) yapılmıştır. Açımlayıcı faktör analizinde maddeler dört faktör altında toplanmış ve toplam varyansın 47.953' ünü açıklamaktadır. Birinci alt faktör 7.,10.,12.,15.,19.,20.,30., ikinci alt faktör 1.,3.,16.,22.,24.,28.,31., üçüncü alt faktör 17.,21.,23.,25.,27.,29., dördüncü alt faktör 2.,4.,13.,14., maddelerden oluşmuştur. Ölçek maddelerinin ayırt ediciliğini belirlemek amacıyla madde analizi kapsamında, toplam ölçek puanına göre belirlenen alt % 27 ve üst % 27 gruplarının ortalama puanları bağımsız t-testi yapılarak incelenmiştir. Yapılan analizlerde ölçekte yer alan maddelerin alt-üst grupların ayırt edilmesinde oldukça güvenilir sonuçlar verdiği söylenebilir. Doğrulayıcı faktör analizi sonuçlarının standart uyum indekslerini karşıladığı sonucuna varılmıştır. Ölçme aracının güvenirliği, Cronbach Alfa iç tutarlık katsayısı ve Test-tekrar test yöntemi ile test edilmiştir. Sonuç olarak, yapılan analizler, "ÇİDOBÖ' nün çocukların dijital oyun bağımlılık durumunu ölçme ve değerlendirmede geçerli ve güvenilir bir ölçek olduğunu ortaya koymuştur.Anahtar kelimeler: Çocuk; oyun; dijital oyun; bağımlılık; oyun bağımlılığı.

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Digital Games for Young Children Ages Three to Six: From Research to Design

Cited by 125 publications

References 34 publications

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

How Do Elementary Students in Turkey and the Czech Republic Perceive the Game Concept? A Phenomenographic Study With Draw and Write Technique

Digital Game Addiction Scale for Children<p>Çocuklar İçin Dijital Oyun Bağımlılığı Ölçeği

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