Empowering students through digital game authorship: Enhancing concentration,critical thinking,and academic achievement |
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| Affiliation: | 1. Institute of Teacher Education, National Chengchi University, No. 64, Zhinan Road, Section 2, Taipei 116, Taiwan, ROC;2. Research Center for Mind, Brain & Learning, National Chengchi University, No. 64, Zhinan Road, Section 2, Taipei 116, Taiwan, ROC;3. Department of Business Administration, National Taiwan University of Science and Technology, No.43, Sec. 4, Keelung Rd., Da''an Dist., Taipei 106, Taiwan, ROC;4. Department of Education, National Chengchi University, No. 64, Zhinan Road, Section 2, Taipei 116, Taiwan, ROC;1. Education Development Center, 96 Morton St. 7th Floor, New York, NY, 10014, USA;2. Mount Sinai School of Medicine, 1 Gustave L. Levy Pl, New York, NY, 10029, USA;1. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Taiwan;2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd, Taipei, 106, Taiwan;1. Department of Communication Sciences, iMinds-MICT-Ghent University, Belgium;2. Department of Data Analysis, Ghent University, Belgium;1. Department of Communication Sciences, iMinds-MICT-Ghent University, Belgium;2. HOWEST University of Applied Sciences, Belgium;3. Department of Data-analysis, Ghent University, Belgium;1. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei 106, Taiwan, ROC;2. Degree Program of E-Learning, College of Science, National Chiao Tung University, Hsinchu 300, Taiwan, ROC;3. Department of Computer Science, National Chiao Tung University, Hsinchu 300, Taiwan, ROC |
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| Abstract: | Digital game-based learning is a popular strategy for engaging students by making learning fun. Actively involving students as designers and producers of digital games may have even greater potential for student empowerment through enhancing concentration and engagement, fostering higher order thinking, and improving learning outcomes. Thus, this study empirically investigated the impact of digital game authoring on students' concentration, critical thinking skills, and academic achievement. A total of 67 students in two seventh-grade classes participated in this 19-week-long experiment, and were divided into an experimental group (32 students designing digital games) and a comparison group (35 students designing Flash animations). The interdisciplinary approach involved integrating biology and computer programming classes. Students in the experimental group designed digital games based upon biology course content, while the comparison group collaboratively produced Flash animations based upon the same course content. The experimental results, using MANCOVA for pretest, posttest, and delayed posttest scores, demonstrate significant improvements in critical thinking skills, and academic achievement, with increased retention of both course content and critical thinking skills observed for the delayed posttest. For concentration, a relative advantage for the experimental group as compared with the comparison group was noted, but did not reach statistical significance. Based on the results of this study, implications for practitioners and researchers are provided, including the integration of programming or computer science with other courses for digital game authoring and the evaluation of other learning outcomes such as creative thinking, problem-solving, and flow. |
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| Keywords: | Applications in subject areas Authoring tools and methods Cooperative/collaborative learning Interdisciplinary projects Teaching/learning strategies |
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