student game creation for media and information...
TRANSCRIPT
Student Game Creation for Media and
Information Literacy
Conceição Costa1, Kathleen Tyner2, Sara Henriques1, Carla Sousa1
1Universidade Lusófona de Humanidades e Tecnologias, Lisbon, Portugal2University of Texas-Austin, Austin, USA
“Promoting MIL for child and adult population is of
growing importance in a context of digital media
convergence and highly complex media and
information ecology”(Livingstone, Bulger, Zaborowski, 2013)
Videogame creation as…
Reflexive tool to promote Media and Information
Literacy
Digital Security Digital Identity
Form of Expression
Empowerment
Gamilearning Project(UTAP-ICDT/IVC-ESCT/0020/2014)
Project
-Aims to develop critical and participative dimensions of media and information literacy
(MIL) for tweens via the creation and development of games in formal educational contexts;
-Process of game creation as a reflexive process that promote the acquisition of media and
information literay (MIL);
-Addresses multiple literacies - media and information literacy, information literacy, visual
literacy, multimodal literacy, and computer literacy/ICT literacy.
Main goal:-Explores the potential of of game creation activities for children in grades 5 to 7 to foster
MIL skills and knowledge.
Study Goal: To explore the effectiveness of a digital
game creation project-based approach for the
development of MIL skills, in a formal schooling context
Research Design
Four schools: ages 9-14, grades 5-7-School 1 (CV) Lisbon: Innovation, arts education, emphasis on sports activities and digital literacies;
-School 2 (RC) Lisbon: Promotion of excellence, humanized pedagogy, aware and concerned citizens
-School 3 (PN) Lisbon: public school, educational territory of priority, area in need of urgent, cultural diversity.
-School 4 (COV) Austin: public middle school, cultural diversity, high number of hispanic and white students, 65% of students are
considered ‘economically disadvantaged’.
22 sessions/ 33h
26 sessions/ 20h
29 sessions/ 22 h
12 sessions/ 21h
Sample Characterization
Age Gender
Male Female
Total Sample(N = 58)
M = 10,68SD = 1,384
41 19
School 1(N = 20)
M = 9,70SD = 0,470
10 10
School 2(N = 6)
M = 10,00SD = 0,000
6 0
School 3(N = 19)
M = 10,26SD = 0,653
12 7
School 4(N = 15)
M = 12,80SD = 0,775
13 2
MIL Conceptual Model
• Core MIL Skills
–Operational skills (including coding and computing)
– Editorial skills (including multimedia writing-reading-producing and
mixing)
– Organisational skills (including navigating, sorting, filtering, evaluating)
(Frau-Meigs, 2014)
• Sociocultural componente of MIL skills
(Livingstone et al., 2013)
• Digital identity management components (Costa,
Sousa, Rogado & Henriques, 2017)
MIL Measurement
Questionnaire
Skills
OperationalSkills
OrganizationalSkills
Editorial Skills
Digital IdentityManagement
Knowledge
Critical Media Literacy
Learning
Social Interaction
BeginingOnline security, Privacy,
Internet, data protection,
Hackers/Crackers,
Cyberbullying,
Digital identities
Digital footprint
Avatars
Online presence
Coding, programming,
Encryption, ceaser cypher,
games
Scratch - Animation and games coding
Sapo Campus - Online Social Network
Games remix
Final game creation
Pedagogical approach and curricula
Curriculum Content Duration in Portuguese Schools
Duration in School 4
Managing Online Identities (e-presence) 4h30m 5h00m
Online Security 3h00m 6h00m
Internet 4h30m 0h00m
Online Collaborative Platforms (SAPO Campus or Google First)
4h30m 1h00m
Scratch 7h00m 4h00m
Game Design and Mechanics Review and Critique
3h30m 2h00m
Algorithmic thinking – Robot programming
Online identity - avatars
Hackers/ Crackers
Animation – create a story and animate it
From paper to digital
Games remix
Results
Pre M Pre SD Post
M
Post
SD
p
Part I MIL Total (all items considered) 3,08 0,789 3,38 0,739 .004
Operational Skills 2,38 0,831 2,76 0,854 .017
Organizational Skills 3,29 0,942 3,52 0,861 .157
Editorial Skills 2,94 0,857 3,19 0,984 .052
Digital Identity Management Skills 3,36 1,036 3,70 0,873 .007
Part II Critical Media Literacy 3,51 1,067 3,79 0,87 .049
Learning 3,00 1,051 3,35 0,917 .012
Social Interaction 3,26 1,066 3,58 0,969 .015
Conclusion & Future Work
Results indicate promising links between digital
game creation and MIL development.
Future work
- Preliminary results from MIL questionnaire need to be integrated with
the analysis of the qualitative data gathered from classes’ observation
and content analysis of the final products created by children.
Join us in Lisbon in 19 of April 2018 for
Play2Learn Conference:http://play2learn.ulusofona.pt/
