The Gift of Play: Scenario-Based Games for Nurturing Turkish Gifted Students’ Challenged Minds and Emotions

Year 2026, Issue: Advanced Online Publication, 231 - 255

Seval Bircan Yılmaz Yıldız

https://doi.org/10.17275/per.26.13.13.1

Abstract

This study explores how game-based learning (GBL) describes observed changes in learning processes and developmental progress within a specific context for gifted students. It examines how scenario-based intelligence games contribute to cognitive, social, and emotional development by enhancing skills such as problem-solving, creativity, and collaboration. This action research originated from an effort to identify which skills should be supported and in what ways, such as through instructional strategies, collaborative activities, or play-based methods. Expert discussions emphasized the integration of play into teaching practices. The study was conducted with 20 formally identified gifted students aged 9–12 from a Science and Art Center in western Türkiye Data collection involved scenario-based games, observations, video recordings, and a rubric assessing eight domains (e.g., creativity, reasoning, ethics). Content analysis and triangulation were used for data interpretation. This qualitative research was structured in three consecutive phases: Phase 1, familiarization and traditional games, Phase 2, problem-solving with teacher-designed scenarios; and Phase 3, student-designed game projects. Key findings of the study include GBL’s support for multidimensional development: cognitive (e.g., logic, creativity), social (e.g., collaboration, leadership), and emotional (e.g., self-confidence, empathy). Moreover, student reflections revealed increased engagement, ownership, and tolerance for criticism. Designing and evaluating games further enhanced critical thinking and team interaction. Across cycles, we observed higher engagement, more frequent collaborative problem-solving, and student-reported gains in confidence and empathy; rubric patterns suggested progress in creativity and reasoning. The teacher’s role is pivotal in guiding this process. Therefore, integrating GBL into educational programs and teacher training is strongly recommended to support the holistic development of gifted learners.

Keywords

Intelligence and educational challenges , Gifted education , Giftedness , Social and emotional development , Desingning game-based instruction

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