ABSTRACT

This study describes an action research study conducted by a teacher who used a digital game generator as a tool to develop thinking skills among primary school students with learning difficulties. Ten 4th-grade students participated in the programme. The students met with the teacher twice a week for six months. The meetings included creating games using the “Sort the paperwork” game generator. During the programme, the teacher documented the students’ responses in class, her reflections on the process, and parents and teachers’ responses, in her research journal, a common method of participatory action research. This documentation underwent qualitative analysis to identify the contribution of game creation to the students. The findings indicate three main aspects of improvements in students’ skills and performances: (1) Improvement in students’ thinking skills and cognitive functioning, (2) Improvement in performance and behavioural aspects, (3) Improvement in emotional aspects. The study provide evidence that using online game generators as tools to promote learning skills is effective to students with learning difficulties.

摘要

本研究描述了一位教师进行的一项行动研究，他使用数字游戏生成器作为工具来培养有学习困难的小学生的思维能力。十名四年级学生参加了该计划。六个月内，学生们每周与老师见面两次。会议包括使用“整理文书工作”游戏生成器创建游戏。在项目期间，老师在她的研究日志中记录了学生在课堂上的反应、她对过程的反思以及家长和老师的反应，这是参与性行动研究的常用方法。该文档经过定性分析，以确定游戏创作对学生的贡献。研究结果表明学生技能和表现提高的三个主要方面：(1) 学生思维能力和认知功能的改善， (2) 表现和行为方面的改善， (3) 情感方面的改善。该研究提供的证据表明，使用在线游戏生成器作为提高学习技能的工具对于有学习困难的学生来说是有效的。