Cognitive outcomes from the Game-Design and Learning (GDL) after-school program
Cognitive outcomes from the Game-Design and Learning (GDL) after-school program
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游戏设计与学习 (GDL) 课外项目的认知成果
DOI：
10.1016/j.compedu.2014.02.003
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Matthew J. Koehler
中科院分区：
文献类型：
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作者：
Mete Akcaoglu;Matthew J. Koehler
游戏设计和学习(GDL)计划让中学生参与到各种学校、课后和夏令营环境中的游戏设计过程中。GDL计划的目标是利用学生对游戏和设计的兴趣来培养他们解决问题和批判性推理的能力。本研究采用准实验设计，检验了GDL课后版本的有效性。参加GDL项目的学生在设计旨在解决问题的游戏的过程中得到指导。与没有参加该项目的控制组学生(n=24)相比，参加GDL项目的儿童(n=20)在解决问题的技能方面显示出显著的提高。这一结果为参与GDL项目会导致儿童问题解决技能的认知变化这一假说提供了实证支持。这项研究对教育工作者和理论都具有重要的意义。
The Game-Design and Learning (GDL) initiative engages middle school students in the process of game-design in a variety of in-school, after-school, and summer camp settings. The goal of the GDL initiative is to leverage students' interests in games and design to foster their problem-solving and critical reasoning skills. The present study examines the effectiveness of an after-school version of the GDL program using a quasi-experimental design. Students enrolled in the GDL program were guided in the process of designing games aimed at solving problems. Compared to students in a control group who did not attend the program (n =24), the children who attended the GDL program (n =20) showed a significant increase in their problem-solving skills. The results provide empirical support for the hypothesis that participation in the GDL program leads to measurable cognitive changes in children's problem-solving skills. This study bears important implications for educators and theory.