Game Design as a Tool to Promote Higher Order Thinking Skills
DOI:
https://doi.org/10.31686/ijier.vol2.iss6.194Abstract
This paper reports a study conducted on enabling teaching higher order thinking skills among kids aged 7 to 12 years old. The objective of the study is to propose a conceptual framework and demonstrate the tools and resources needed by educators to embed higher order thinking skills in classroom using game design. The conceptual framework is based on the standards advocated by International Society on Technology in Education (ISTE) and Computer Science Teachers Association (CSTA) that is mapped to the process of game design and development. Game design is an engaging process that encapsulates many tenets of thinking skills. The tangible outcomes and progress could be used to measure the thinking process and levels that had taken place. The paper then further demonstrates the use of this framework in a three day workshop. Two sessions of the workshop were conducted with a total of 44 participants. It is hoped that this study contributes in the areas of higher order thinking skills enablers.
Downloads
References
A. Fowler and & B. Cusack, Kodu game lab: improving the motivation for learning programming concepts. In Proceedings of the 6th International Conference on Foundations of Digital Games, Bordeaux, 2011, pp. 238-240. DOI: https://doi.org/10.1145/2159365.2159398
A. Repenning, AgentSheets®: an Interactive Simulation Environment with End-User Programmable Agents. In Proceedings of Interaction 2000, Tokyo, Japan, 2000.
A. Repenning, D. Webb and A. Ioannidou, Scalable game design and the development of a checklist for getting computational thinking into public schools. In Proceedings of the 41st ACM technical symposium on Computer science education, Milwaukee, WI, USA, 2010, pp. 265-269. DOI: https://doi.org/10.1145/1734263.1734357
B. Zlotin and A. Zusman, TRIZ and Pedagogy, Ideation International, 2005.
C. Dede, Imagining Technology's Role in Restructuring for Learning. In K. Sheingold and M.S Tucker (Eds). Restructuring for learning with technology, New York: National Center on Education and the Economy, 1990, pp 49 -72.
E. De Bono, Thinking Action: Teacher's Handbook - CoRT VI. New York: Pergamon Press, 1976.
F.M. Newman, Higher order thinking in teaching social studies: A rationale for the assessment of classroom thoughtfulness. Journal of Curriculum Studies, 22, 1990, pp. 41-56. DOI: https://doi.org/10.1080/0022027900220103
J. B. Biggs and K. Collis, Evaluating the Quality of Learning: The SOLO Taxonomy, Academic Press, New York, 1982.
J. Dillon, Perspectives on environmental education-related research in science education. International Journal of Science Education, 24, 2002, pp. 1111 - 1117. DOI: https://doi.org/10.1080/09500690210137737
J.M Wing, Computational Thinking. Communications of the ACM, 49(3), March, 2006, pp. 33-35. DOI: https://doi.org/10.1145/1118178.1118215
J. Piaget, The psychology of intelligence (2nd Ed), London: Routledge, 2001, Originally published in 1950.
K. Peppler and Y.B Kafai, Gaming Fluencies: Pathways into a Participatory Culture in a Community Design Studio. International Journal of Learning and Media, 1(4), 2010, pp. 1-14. DOI: https://doi.org/10.1162/ijlm_a_00032
L.B Resnick, Education and Learning to think, National Academy Press, Washington DC, 1987.
L. W. Anderson, D. R. Krathwohl, P. W. Airasian, K. A. Cruikshank, R. E. Mayer, P. R. Pintrich, J. Raths and M. C. Wittrock, A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives, Pearson, New York, 2000.
Ministry of Education Malaysia, Malaysia National Education Blueprint 2013 - 2025, 2012.
M. J. Atkins, Evaluating interactive technologies for learning. Journal of Curriculum Studies, 26(4), 1993, pp. 333-342. DOI: https://doi.org/10.1080/0022027930250403
M. Pohl, Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking. Cheltenham, Vic.:Hawker Brownlow, 2000.[18] M. Resnick, J. Maloney, A. Monroy-Hernández, N. Rusk, E. Eastmond, K. Brennan, A. Millner, E. Rosenbaum, J. Silver, B. Silverman, Y. Kafai, Scratch: programming for all. Commun. ACM 52, 11 November 2009, pp. 60-67. DOI: https://doi.org/10.1145/1592761.1592779
P. Cobb, T. Wood and E. Yackel, A Constructivist Approach To Second Grade Mathematics. In von Glaserfield (Ed), Radical Constructivism in Mathematics Education, Dordrecht, The Netherlands: Kluwer Academic Publishers, 1991, pp. 157-176. DOI: https://doi.org/10.1007/0-306-47201-5_8
S. Grover and R. Pea, Computational Thinking in K–12: A Review of the State of the Field. In Educational Researcher, 2013, pp. 38-43, doi:10.3102/0013189X12463051. DOI: https://doi.org/10.3102/0013189X12463051
S. Wilks, Critical and creative thinking: Strategies for Classroom Inquiry. Armidale, NSW: Eleanor Curtain, 1995.
U. Zoller, Lecture and learning: Are they compatible? Maybe for LOCS; Unlikely for HOCS. Journal of Chemical Education, 70(#), 1993, pp. 195-197. DOI: https://doi.org/10.1021/ed070p195
Downloads
Published
Issue
Section
License
Copyright (c) 2014 Natalya Rudina Shamsuar
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
