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Gifted and Non-Identified as Gifted Students’ Preferred PC Game Types and PC Game Perceptions: A Descriptive Study

Year 2015, Volume: 3 Issue: 2, 9 - 21, 06.12.2015

Hakan Üstünel , Mustafa Meral

Abstract

Computer games have gained a significance role in students’ daily life. Games also play an important role in PC technologies development and progress. In addition to the entertainment aspects of PC games, they are now being used in educational environments. The aim of the research is to determine gifted students' and that giftedness diagnostics not defined before, PC game types preference. With this aim, literature review on the subject has been conducted. 47 gifted students from Istanbul Science and Art Center have formed the sample group. 818 students from 16 different state schools attended by the gifted students have been included in the study. Aim of this study is to compare the difference in the perceptions of the gifted and the other students. The data were collected through a questionnaire. They were analyzed using descriptive statistics and the study reveals that the gifted students and non-identified students differentiate in preferences of PC games types.

Keywords

PC game types educational game gifted education human computer interaction

References

  • Anderson,C. A., Bushman,J. B. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior. American Psychological Society, 12(5), 353-359.
  • Beyer, J., Möller, S.(2014).Assessing the Impact of Game Type, Display Size and Network Delay on Mobile Gaming QoE. 37(4), 287–295
  • Buchman, D. D., Funk, J. B. (1996). Video and computer games in the ‚90s: Children time commitment & game preferences. Children Today, 24 (1).
  • Can, G. (2003). Perceptions of prospective computer teachers toward the use of computer games with educational features in education, MSc Thesis, METU.
  • Can, G., Cagiltay, K. (2006). Turkish Prospective Teachers' Perceptions Regarding the Use of Computer Games with Educational Features. Journal of Educational Technology and Society, 9 (1), 308-321.
  • Consalvo, M. (2005). Rule Sets, Cheating, and Magic Circles: Studying Games and Ethics. International Review of Information Ethics, vol.4.
  • Donmez, N. B. (2004). Proceedings Book. 1. Turkey Gifted Congress. Istanbul, Turkey, 69-73.
  • Durkin, K., Barber, B. (2002). Not so doomed: Computer game play and positive adolescent development. Applied Developmental Psychology, 23, 373-392.
  • Fujimoto, T. (2005). Social Interactions Experienced in the Massively Multiplayer Online Game Environment: Implications in the Design of Online Learning Courses. Association for Educational Communications and Technology Conference, October 20.
  • Leemkuil, H., & Jong, T. D. (2012). Adaptive advice in learning with a computer-based knowledge management simulation game, academy. Management Learning & Education, 11(4), 653-655
  • Kirriemuir, J. (2002). Video gaming, education and digital learning technologies. D-Lib Magazine, 8(2), 25-32
  • Malone, T.W. (1981). What makes computer games fun?. Byte, 6(12), 258-277
  • Naomi, J.T., & Frances, H. M. (2010). Video-arcade game, computer game and Internet activities of Australian students: Participation habits and prevalence of addiction. Australian Journal of Psychology, 62(2), 59–66.
  • Pellegrino, J., Scott., A. (2004). The Transition from Simulation to Game-Based Learning. Interservice/Industry Training, Simulation, and Education Conference, (I/ITSEC)
  • Prensky, M. (2001). Digital Game-Based Learning, McGraw-Hill, New York
  • Rosas, R., Nussbaum, M., Cumsille, P. (2003). Beyond Nintendo: Design and assessment of educational video games for first and second grade students. Computers & Education, 40, 71-94
  • Squire, J., Jenkins, H. (2003). Games-to-Teach Project. Annual Report to the Campus Steering Committee, Cambridge, MIT
  • Sung, K. (2009). Computer Games and Traditional CS Courses. Communications of the ACM, December, vol 52, no. 12
  • Tokmak, H. S., Ozgelen, S. (2013). The ECE pre-service teachers’ perception on factors affecting the integration of educational computer games in two conditions: selecting versus redesigning. Educational Sciences: Theory & Practice, 13(2), 1345-1356.
  • Tortop, H.S. (2015). Üstün zekâlılar eğitiminde farklılaştırılmış öğretim müfredat farklılaştırma modelleri [Differentiated instruction and differentiated curriculum models in gifted education]. Düzce: Genç Bilge Yayıncılık.
  • Ustunel, H., Meral, M., Ucar, E., Umut,I. (2012). The Factors Effecting Students’ PC Game Types Preferences. Procedia-Social and Behavioral Sciences 47, 943 – 949
  • Zyda, M. (2005). Simulation to Virtual Reality to Games. IEEE Computer Society, September, 25-32.

Year 2015, Volume: 3 Issue: 2, 9 - 21, 06.12.2015

Hakan Üstünel , Mustafa Meral

Abstract

References

  • Anderson,C. A., Bushman,J. B. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior. American Psychological Society, 12(5), 353-359.
  • Beyer, J., Möller, S.(2014).Assessing the Impact of Game Type, Display Size and Network Delay on Mobile Gaming QoE. 37(4), 287–295
  • Buchman, D. D., Funk, J. B. (1996). Video and computer games in the ‚90s: Children time commitment & game preferences. Children Today, 24 (1).
  • Can, G. (2003). Perceptions of prospective computer teachers toward the use of computer games with educational features in education, MSc Thesis, METU.
  • Can, G., Cagiltay, K. (2006). Turkish Prospective Teachers' Perceptions Regarding the Use of Computer Games with Educational Features. Journal of Educational Technology and Society, 9 (1), 308-321.
  • Consalvo, M. (2005). Rule Sets, Cheating, and Magic Circles: Studying Games and Ethics. International Review of Information Ethics, vol.4.
  • Donmez, N. B. (2004). Proceedings Book. 1. Turkey Gifted Congress. Istanbul, Turkey, 69-73.
  • Durkin, K., Barber, B. (2002). Not so doomed: Computer game play and positive adolescent development. Applied Developmental Psychology, 23, 373-392.
  • Fujimoto, T. (2005). Social Interactions Experienced in the Massively Multiplayer Online Game Environment: Implications in the Design of Online Learning Courses. Association for Educational Communications and Technology Conference, October 20.
  • Leemkuil, H., & Jong, T. D. (2012). Adaptive advice in learning with a computer-based knowledge management simulation game, academy. Management Learning & Education, 11(4), 653-655
  • Kirriemuir, J. (2002). Video gaming, education and digital learning technologies. D-Lib Magazine, 8(2), 25-32
  • Malone, T.W. (1981). What makes computer games fun?. Byte, 6(12), 258-277
  • Naomi, J.T., & Frances, H. M. (2010). Video-arcade game, computer game and Internet activities of Australian students: Participation habits and prevalence of addiction. Australian Journal of Psychology, 62(2), 59–66.
  • Pellegrino, J., Scott., A. (2004). The Transition from Simulation to Game-Based Learning. Interservice/Industry Training, Simulation, and Education Conference, (I/ITSEC)
  • Prensky, M. (2001). Digital Game-Based Learning, McGraw-Hill, New York
  • Rosas, R., Nussbaum, M., Cumsille, P. (2003). Beyond Nintendo: Design and assessment of educational video games for first and second grade students. Computers & Education, 40, 71-94
  • Squire, J., Jenkins, H. (2003). Games-to-Teach Project. Annual Report to the Campus Steering Committee, Cambridge, MIT
  • Sung, K. (2009). Computer Games and Traditional CS Courses. Communications of the ACM, December, vol 52, no. 12
  • Tokmak, H. S., Ozgelen, S. (2013). The ECE pre-service teachers’ perception on factors affecting the integration of educational computer games in two conditions: selecting versus redesigning. Educational Sciences: Theory & Practice, 13(2), 1345-1356.
  • Tortop, H.S. (2015). Üstün zekâlılar eğitiminde farklılaştırılmış öğretim müfredat farklılaştırma modelleri [Differentiated instruction and differentiated curriculum models in gifted education]. Düzce: Genç Bilge Yayıncılık.
  • Ustunel, H., Meral, M., Ucar, E., Umut,I. (2012). The Factors Effecting Students’ PC Game Types Preferences. Procedia-Social and Behavioral Sciences 47, 943 – 949
  • Zyda, M. (2005). Simulation to Virtual Reality to Games. IEEE Computer Society, September, 25-32.
There are 22 citations in total.

Details

Primary Language English
Journal Section Gifted Education
Authors

Hakan Üstünel

Mustafa Meral

Publication Date December 6, 2015
Published in Issue Year 2015 Volume: 3 Issue: 2

Cite

APA Üstünel, H., & Meral, M. (2015). Gifted and Non-Identified as Gifted Students’ Preferred PC Game Types and PC Game Perceptions: A Descriptive Study. Journal for the Education of Gifted Young Scientists, 3(2), 9-21.
AMA Üstünel H, Meral M. Gifted and Non-Identified as Gifted Students’ Preferred PC Game Types and PC Game Perceptions: A Descriptive Study. JEGYS. December 2015;3(2):9-21.
Chicago Üstünel, Hakan, and Mustafa Meral. “Gifted and Non-Identified As Gifted Students’ Preferred PC Game Types and PC Game Perceptions: A Descriptive Study”. Journal for the Education of Gifted Young Scientists 3, no. 2 (December 2015): 9-21.
EndNote Üstünel H, Meral M (December 1, 2015) Gifted and Non-Identified as Gifted Students’ Preferred PC Game Types and PC Game Perceptions: A Descriptive Study. Journal for the Education of Gifted Young Scientists 3 2 9–21.
IEEE H. Üstünel and M. Meral, “Gifted and Non-Identified as Gifted Students’ Preferred PC Game Types and PC Game Perceptions: A Descriptive Study”, JEGYS, vol. 3, no. 2, pp. 9–21, 2015.
ISNAD Üstünel, Hakan - Meral, Mustafa. “Gifted and Non-Identified As Gifted Students’ Preferred PC Game Types and PC Game Perceptions: A Descriptive Study”. Journal for the Education of Gifted Young Scientists 3/2 (December 2015), 9-21.
JAMA Üstünel H, Meral M. Gifted and Non-Identified as Gifted Students’ Preferred PC Game Types and PC Game Perceptions: A Descriptive Study. JEGYS. 2015;3:9–21.
MLA Üstünel, Hakan and Mustafa Meral. “Gifted and Non-Identified As Gifted Students’ Preferred PC Game Types and PC Game Perceptions: A Descriptive Study”. Journal for the Education of Gifted Young Scientists, vol. 3, no. 2, 2015, pp. 9-21.
Vancouver Üstünel H, Meral M. Gifted and Non-Identified as Gifted Students’ Preferred PC Game Types and PC Game Perceptions: A Descriptive Study. JEGYS. 2015;3(2):9-21.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.