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Problem solving through digital game design: a quantitative content analysis

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

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Abstract

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.

Item Type: Article
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
URI: http://researchspace.bathspa.ac.uk/id/eprint/9402
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