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Cesar C. Navarrete Learning Technologies Curriculum & Instruction University of Texas at Austin

Digital literacies and 21 st century skills: the students’ game design and development experience. Cesar C. Navarrete Learning Technologies Curriculum & Instruction University of Texas at Austin EdMedia 2014, Tampere, Finland. Game Design & Development.

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Cesar C. Navarrete Learning Technologies Curriculum & Instruction University of Texas at Austin

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  1. Digital literacies and 21st century skills: the students’ game design and development experience Cesar C. Navarrete Learning Technologies Curriculum & Instruction University of Texas at Austin EdMedia 2014, Tampere, Finland

  2. Game Design & Development • Constructivist Learning environment • Constructionist approach involving productivity skill • Technology-engaged learning • Computational thinking

  3. Digital Literacies • Design literacy • Visual & Media literacy • Text(&ing) literacy • Gaming literacy • Technology literacy • Code literacy, etc. Hockly, (2012)

  4. 21st Century skills • Creative Thinking • Collaboration • Problem solving Creative Thinking Problem Solving Collaboration

  5. Research Questions • What are students’ perceptions of game design and programming in terms of digital literacy skills? • How does game design support student the foundational 21st century skill?

  6. Method • Mixed-methods • Data sources Survey questionnaire Selected individual student interviews Student produced game artifacts

  7. Setting • Public Charter school in a southwestern US state • Student population included students 6-9th grade

  8. Game construction • Daily technology class for all students • Flash based games with Action Script 2.0 • Project-based • Online wiki design and development support

  9. Creative Thinking Survey Items

  10. Survey Results: Creative Thinking N=193

  11. Survey Results: Collaboration N=193

  12. Survey Results: Problem Solving N=193

  13. Survey Open Responses • “I love my game design class because I can be creative I can learn some stuff that I never new what to do and I'm verry happy that I'm taking this class” • “Well I used to find it kinda hard for me to make a game but then I found it very easy now that I got the hang of it. Yea i have some trouble but I find a way to work it out.” • “I really like the game design class because it is really fun creating games. I also like to learn new things, and here I am learning how to create my own game. Whenever I fix a problem with the codes to make my game work, I feel like I am able to do a lot. Game design class is really cool and I like helping people so they can learn how to do the things on their own.”

  14. Code Talk: “Hard fun” • I like Game Designing games and I like to draw the pictures. But the most thing I don't like about it is the coding. • I don't Like this class that much because is hard working with codes.

  15. Student Interviews • Antonio in grade 7: “It’s pretty fun but it’s kind of complicated with all the codes you have to put in to make a game. You have to design it first, make a game prototype and plan it out and add or take away from your game, the game prototype design. And, it’s pretty fun though. You learn from your mistakes.” • Terri in grade 9: “I think it helps because, just to see other people’s point of view, about how their imagination is, what they would do and you can get an idea of how, if you make it like theirs or make it your own way, in a better way of being more original.

  16. Student Games

  17. Implications • Survey: CTPSCI (creative thinking, problem solving, & collaboration inventory)—potential instrument for 21st century skill Creative Thinking Problem Solving Collaboration

  18. Digital literacies in Game construction • 1 Language-based literacies: linguistic codes • 2 Information-based literacies: filtering the wealth of information • 3 Connection-based literacies: networks and participatory • 4 Re-design-based literacies: design and re-purpose media Pegrum(2011;Dudeney,Hockly,& Pegrum2012)

  19. Implications • Deep-level embodied learning—active, authentic, engaged learning • K-12 Instructional design—Creating educational games

  20. Further research • CTPSCI (creative thinking, problem solving, & collaboration inventory)—use in other settings or population • Digital literacies—framing with empirical study—code literacy

  21. Thank you! • Questions? Contact information: Cesar C. Navarrete Learning Technologies Curriculum & Instruction ccnavarrete@utexas.edu University of Texas at Austin Austin, TX

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