Ruggiero, D and Green, L (2017) 'Problem solving through digital game design: a quantitative content analysis.' Computers in Human Behavior, 73. pp. 28-37. ISSN 0747-5632
9402.pdf - Accepted Version
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Project Tech engages secondary students (ages 14 to 17) in the process of digital game design in a variety of in-school, after-school, and secure settings. The goal of Project Tech is to leverage students’ interests in games and design to foster their problem-solving in a supportive environment where they learn to create games about a social issue they have experienced personally. The present study compares the in-school special needs version of Project Tech (n=11) to examine problem solving. Students enrolled in Project Tech were guided in the process of designing digital games aimed at teaching younger students (ages 12-15) about social issues facing teenagers. A quantitative content analysis was conducted on 35 iterations of a directed design game and 35 iterations of a free design game created by special needs young people and director notes. The purpose of the study was to draw from the game iterations a list of empirically grounded problem solving attributes that are associated with digital game design in a special needs classroom. The findings of the study resulted in the understanding of problem solving with special needs young people in four areas: representative characteristics, planning characteristics, executing characteristics and evaluation characteristics.
|Keywords:||special needs education; digital game design; problem solving; quantitative content analysis|
|Divisions:||Institute for Education|
|Date Deposited:||15 Mar 2017 12:12|
|Last Modified:||21 Mar 2017 13:05|
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