The development of a serious game for teachers to learn about gifted learners: Needs assessment and requirements
Gifted children differ in the way they learn and approach learning tasks in comparison to their non-gifted peers. They use different learning strategies and benefit from different types of tasks. As a consequence, they should be instructed and guided in a way that matches their learning strategies (Eysink, Gersen, & Gijlers, 2016). Many primary school teachers, however, have difficulties in dealing with gifted children in their classroom (VanTassel-Baska & Stambaugh, 2005). They lack knowledge and insight in how gifted children think and learn, how to approach these children, and how they should be instructed. In order to provide teachers insight about giftedness and instructional needs, the research project ‘Hoogbegaafdheid: de meester de baas’ was set up. The main aim of this research project within which this thesis will be conducted, is to investigate whether serious gaming can be used to provide teachers with this insight. The goal of this thesis research is to develop a set of requirements for a to-be-developed game.
You will make an inventory of learning strategies that gifted learners use, ways to identify these strategies and ways to guide gifted learners in their strategies. You will do this by conducting desk research, interview experts on giftedness, and interview teachers and/or gifted children.
Eysink, T.H.S., Gersen, L., & Gijlers, H. (2015). Inquiry learning for gifted children. High Ability Studies, 26, 63-74. doi: 10.1080/13598139.2015.1038379
Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29, 207-219.
VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44, 211-217. doi: 10.1207/s15430421tip4403_5
Teacher education; giftedness; game-based learning
The research for this thesis will be conducted within the context of the project ‘Hoogbegaafdheid: de meester de baas’ in which, among others, NHL Hogeschool, Rijks Universiteit Groningen, onderwijsadviesbureau Cedin, Groningse Schoolvereniging, and oudervereniging Pharos participate. As a consequence, teachers and pupils of schools in Groningen and surroundings are available as participants in this research. In addition, you will be part of the research group and participate in meetings.