Changes in Student Attitudes Towards 6 Dimensions of Digital Engagement in a Program of Game Design Learning
Synergy, 10(2), 2012
18 Pages Posted: 1 Oct 2013
Date Written: October 1, 2011
This paper reports findings from the 2009/2010 pilot school year of Globaloria-WV. The project being piloted in WV schools as a state-wide network of game design learning and social media engagement among youth. Middle, high school and community college students enroll in a blended learning game design elective course offered daily, for 1 or 2 semesters, credit and a grade. N=386 middle and high school students for Pilot Year 3 (2009/2010 school year).
Overall, pre and post program survey results partially support our hypothesis that student attitudes towards the range of practices in several categories of participant engagement are positively influenced by their experience in the program. Especially for practices representing the more Constructionist engagement categories, our pre and post-program self-report survey analysis using t-test statistics indicates increases in student motivation towards, and understanding of these practices as a result of participation. That is, their post-program motivation was greater than their pre-program motivation, indicating a measure of success in the program at meeting the stated learning objectives. For three other less-Constructionist but active technology-use categories (e.g., information seeking), the results were more varied with regard to statistically significant increases. Ceiling effects may have played a role in this; pre-survey means were higher for such practices than the more Constructionist ones. The motivational findings on their own appear to indicate the appeal of the workshop style of learning among a large enough group of participants to see statistical effects of change.
Keywords: game design, digital divide, perceived competence, self-efficacy, educational technology, digital literacy, media literacy
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