Digital literacies and 21st century skills: The students’ game design and development experience

ID: 41669 Type: Full Paper: Conceptual & Empirical Study
  1. Cesar C. Navarrete, University of Texas at Austin, United States

Thursday, June 26 4:00-4:30 PM

Presider:
Catherine McLoughlin, Australian Catholic University, Australia

This study offers insight into the learning and teaching implications of an open-ended, project-based, learning environment that involves digital literacy development. In a study of digital game creation technology classes, with middle school student, interviews and 21st Century Skill survey offer evidence toward understanding emerging constructs of creative and innovative thinking; communication and collaboration; and critical thinking and problem solving as examined in the game design and programming environment. Findings suggest that creative and innovative thinking is a critical construct in game design and development learning that supports digital literacy development. Digital literacy, in relation to game design and programming is supported as a complex interaction of creative collaborative problem solving with a focus on constructionist learning for deep learning. Moreover, despite the difficulty in programming, students’ may find the authentic creative process satisfying with positive emotions.

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