The Effect of Digital Game Design Supported Coding Education on Gifted Students' Scratch Achievement and Self-Efficacy

Abstract

Coding tools that use blocks to create programs are popular among kids and play a key role in learning how to code. The effectiveness of the coding courses that are available nowadays depends on how well the tools match the students’ needs. The aim of this study is to reveal the impact of digital game design supported coding education with Scratch on gifted students' Scratch academic achievement and self-efficacy. The research was conducted with one-group pre-test post-test experimental design. The sample of the study consists of 40 3rd grade gifted students studying at a Science and Art Center in Türkiye. Scratch achievement test and Scratch self-efficacy scale were used as pre-test and post-test before and after the training. The data of the study were analyzed with dependent groups t-test. Post-test scores of the students obtained from Scratch achievement and self-efficacy scale showed a statistically significant increases compared to the pre-test scores. It was revealed that digital game design supported education contributed positively to students' Scratch achievement and self-efficacy in coding.

Keywords

• coding
• digital game design
• gifted students
• self-efficacy
• scratch