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Developing kindergarten students' game design skills by teaching game design through organized game design interventions

机译：通过有组织的游戏设计干预活动教授游戏设计，发展幼儿园学生的游戏设计技能

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摘要

Developing students' game design skills and the process of teaching game design acquire increasing research interest. The aim of this study was to (a) examine the impact of game design teaching interventions to kindergarten students and (b) examine the design of such interventions for teaching game design to students of this age. In that regard, this paper presents a teaching experiment, conducted with students in the early childhood. The experiment followed a quasi-experimental design, with a pre-test and a post-test and a focus and control groups. For a period of three months, only the focus group was presented with participatory game design activities while the control group followed the standard curriculum. During those interventions, students of the focus group worked on designing educational games about teaching pre-algebraic patterning to their peers. A mixed methods analysis was applied to analyze the results, which suggest that the facilitation of participatory game design activities has a positive impact on the development of game design skills. Additionally, this paper elaborates on issues that emerged through the study related to collaborative and individual work of students, difficulties in focusing on designing educational games and diversity of game proposals.
机译：培养学生的游戏设计技能和教授游戏设计的过程越来越引起研究兴趣。这项研究的目的是（a）研究游戏设计教学干预措施对幼儿园学生的影响，以及（b）研究这种教学方法对这一年龄段学生的干预措施的设计。在这方面，本文提出了一项针对儿童早期的教学实验。该实验遵循准实验设计，并进行了前测和后测以及焦点小组和对照组。在三个月的时间里，只有焦点小组参加了参与性游戏设计活动，而对照组则遵循了标准课程。在这些干预措施中，焦点小组的学生致力于设计有关向同龄人教授代数模式的教育游戏。应用混合方法分析来分析结果，这表明参与性游戏设计活动的促进对游戏设计技能的发展具有积极影响。此外，本文详细介绍了研究中出现的与学生的协作和个人工作相关的问题，在设计教育游戏时遇到的困难以及游戏提案的多样性。

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