cesar c. navarrete learning technologies curriculum & instruction university of texas at austin
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Digital literacies and 21st century skills: the students’ game design and development experience
Cesar C. NavarreteLearning Technologies
Curriculum & InstructionUniversity of Texas at Austin
EdMedia 2014, Tampere, Finland
Game Design & Development
• Constructivist Learning environment• Constructionist approach involving
productivity skill• Technology-engaged learning• Computational thinking
Digital Literacies
• Design literacy• Visual & Media literacy• Text(&ing) literacy• Gaming literacy• Technology literacy• Code literacy, etc.
Hockly, (2012)
21st Century skills
• Creative Thinking• Collaboration• Problem solving Problem
Solving
Collaboration
Creative Thinking
Research Questions
• What are students’ perceptions of game design and programming in terms of digital literacy skills?
• How does game design support student the foundational 21st century skill?
Method
• Mixed-methods• Data sources
Survey questionnaireSelected individual student
interviewsStudent produced game artifacts
Setting
• Public Charter school in a southwestern US state
• Student population included students 6-9th grade
Hispanic85%
African Amer-ican12%
White, Not Hispanic3%
Students not in special
populations 46%
Exited ESL Students;
16%
ESL Students; 24%
ESL/SPED Students; 5%
SPED Students; 9%
Game construction
• Daily technology class for all students• Flash based games with Action Script 2.0• Project-based• Online wiki design and development support
Creative Thinking Survey Items
ItemItem label
MeanStandard Deviation
CT1 I am able to create new, original games in design class 5.62 1.24
CT2 I am NEVER able to create original games in design class 5.34 1.71
CT3 I am able to try new, original ideas when I design games. 5.65 1.25
CT4 I am able to be MORE creative in game design class than in my other classes.
5.15 1.59CT5 I can use my imagination in game
design class.5.70 1.44
Survey Results: Creative Thinking
CT1_a
ble_cre
ate
CT2_n
ever_a
ble
CT3_tr
y_idea
CT4_m
ore_cre
ate
CT5_im
aginati
on
CT6_d
ecisio
ns
CT7_n
ew_o
pport
CT8_u
nique_visu
al0
10
20
30
40
50
60
70
80
Strongly AgreeAgreeSomewhat AgreeNeutralSomewhat DisagreeDisagreeStrongly Disagree
N=193
Survey Results: Collaboration
CO1_play
_others
CO2_help
_others
CO3_collab
oration
CO4_nev
er_co
llab
CO5_talk
CO6_others
_listen
CO7_colla
b_deci
sion
0
10
20
30
40
50
60
70
80
Strongly AgreeAgreeSomewhat AgreeNeutralSomewhat DisagreeDisagreeStrongly Disagree
N=193
Survey Results: Problem Solving
PS1_solve_problem PS2_never_solve PS3_learn PS4_learn_code PS5_info_decide0
10
20
30
40
50
60
70
80
Strongly AgreeAgreeSomewhat AgreeNeutralSomewhat DisagreeDisagreeStrongly Disagree
N=193
Survey Open Responses• “I love my game design class because I can be creative I can learn
some stuff that I never new what to do and I'm verry happy that I'm taking this class”
• “Well I used to find it kinda hard for me to make a game but then I found it very easy now that I got the hang of it. Yea i have some trouble but I find a way to work it out.”
• “I really like the game design class because it is really fun creating games. I also like to learn new things, and here I am learning how to create my own game. Whenever I fix a problem with the codes to make my game work, I feel like I am able to do a lot. Game design class is really cool and I like helping people so they can learn how to do the things on their own.”
Code Talk: “Hard fun”
• I like Game Designing games and I like to draw the pictures. But the most thing I don't like about it is the coding.
• I don't Like this class that much because is hard working with codes.
Student Interviews• Antonio in grade 7:
“It’s pretty fun but it’s kind of complicated with all the codes you have to put in to make a game. You have to design it first, make a game prototype and plan it out and add or take away from your game, the game prototype design. And, it’s pretty fun though. You learn from your mistakes.”• Terri in grade 9:
“I think it helps because, just to see other people’s point of view, about how their imagination is, what they would do and you can get an idea of how, if you make it like theirs or make it your own way, in a better way of being more original.
Student Games
Implications
• Survey: CTPSCI (creative thinking, problem solving, & collaboration inventory)—potential instrument for 21st century skill
Problem Solving
Collaboration
Creative Thinking
Digital literacies in Game construction
• 1 Language-based literacies: linguistic codes
• 2 Information-based literacies: filtering the wealth of information
• 3 Connection-based literacies: networks and participatory
• 4 Re-design-based literacies: design and re-purpose media
Pegrum(2011;Dudeney,Hockly,& Pegrum2012)
Implications
• Deep-level embodied learning—active, authentic, engaged learning
• K-12 Instructional design—Creating educational games
Further research
• CTPSCI (creative thinking, problem solving, & collaboration inventory)—use in other settings or population
• Digital literacies—framing with empirical study—code literacy
Thank you!
• Questions?
Contact information:Cesar C. Navarrete
Learning TechnologiesCurriculum & Instructionccnavarrete@utexas.edu
University of Texas at AustinAustin, TX
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