|  ISSN: 2757-6116

Original article | Journal of Innovative Research in Teacher Education 2023, Vol. 4(3) 377-392

Opinions of gifted and talented students about their digital game preferences and effects

Simge Karakaş Mısır & Yavuz Yaman

pp. 377 - 392   |  DOI: https://doi.org/10.29329/jirte.2023.616.2   |  Manu. Number: MANU-2308-03-0003.R4

Published online: December 26, 2023  |   Number of Views: 18  |  Number of Download: 93


Digital games continue to increase in popularity today. Among young people, digital games are important for learning and socialisation. In our study, the opinions of gifted and talented students about their digital game preferences and what they would like to do if they wanted to design a digital game themselves were included. The qualitative research method was used in our study. Our study group consists of 11 students attending the 6th grade at the Science and Art Center. To get the opinions of the students, semi-structured interview questions prepared by the researcher were asked. According to the findings obtained as a result of the analysis of the research, children's interests, playing time, the reason for preference, game tool character selection interactive or individual game preference, participated values/feelings, Friendship-friendship relations, Benefits of educational games were examined, and students were expected to design games. When we look at the rates of the games they prefer in our study with gifted 6th-grade students, we see that they prefer adventure/strategy/creative games with 54%, while they are in second place with 45%. "Mine Craft" and "Brawl Stars" games are played. The results showed that gifted students like to play interactive games and socialize in this way. It was also shared that digital games impact foreign language learning. It is seen that games involving skills such as exploring, strategizing, and thinking make students happy. When the games designed by the students are analysed, it is seen that they are inspired by the games they play. They arouse interest on a game basis, but they are also sensitive about being easily accessible and free.

Keywords: Digital games, Digital game preferences, Gifted and talented.

How to Cite this Article?

APA 6th edition
Misir, S.K. & Yaman, Y. (2023). Opinions of gifted and talented students about their digital game preferences and effects . Journal of Innovative Research in Teacher Education, 4(3), 377-392. doi: 10.29329/jirte.2023.616.2

Misir, S. and Yaman, Y. (2023). Opinions of gifted and talented students about their digital game preferences and effects . Journal of Innovative Research in Teacher Education, 4(3), pp. 377-392.

Chicago 16th edition
Misir, Simge Karakas and Yavuz Yaman (2023). "Opinions of gifted and talented students about their digital game preferences and effects ". Journal of Innovative Research in Teacher Education 4 (3):377-392. doi:10.29329/jirte.2023.616.2.


    Abdulla Alabbasi, A. M., Sultan, Z. M., Karwowski, M., Cross, T. L., & Ayoub, A. E. A. (2023). Self-efficacy in gifted and non-gifted students: A multilevel meta-analysis. Personality and Individual Differences, 210, 112244. https://doi.org/10.1016/j.paid.2023.112244

    Alshareef, K. K., Imbeau, M. B., & Albiladi, W. S. (2022). Exploring the use of technology to differentiate instruction among teachers of gifted and talented students in Saudi Arabia. Gifted and Talented International, 37(1), 64–82. https://doi.org/10.1080/15332276.2022.2041507

    Ataman, A. (2012). Üstün yetenekli çocuk kimdir? Geleceğin mimarları üstün yetenekliler sempozyumu, 4–15, Tekirdağ. https://cocukuniversitesi.aydin.edu.tr/tez/gelecegin_mimarlar.pdf

    Bai, H., Pan, W., Hirumi, A., & Kebritchi, M. (2012). Assessing the effectiveness of a 3-D instructional game on improving mathematics achievement and motivation of middle school students. British Journal of Educational Technology, 43(6), 993–1003. https://doi.org/10.1111/j.1467-8535.2011.01269.x  

    Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır? Ahi evran üniversitesi sosyal bilimler enstitüsü dergisi, 5(2), 368–388. https://doi.org/10.31592/aeusbed.598299

    Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116, 105227. https://doi.org/10.1016/j.childyouth.2020.105227

    Brinkley, T. (2018). Technology for gifted students in mixed- ability classrooms. Curriculum Development for Gifted Education Programs, 100–134, IGI Global. https://doi.org/10.4018/978-1-5225-3041-1.ch005

    Chaidi, I., & Drigas, A. (2022). Digital games & special education. Technium Social Sciences Journal, 34, 214–236. https://doi.org/10.47577/tssj.v34i1.7054

    Chen, J., Yun Dai, D., & Zhou, Y. (2013). Enable, Enhance, and Transform: How Technology Use Can Improve Gifted Education. Roeper Review, 35(3), 166–176. https://doi.org/10.1080/02783193.2013.794892

    Cheung, K. K. C., & Tai, K. W. H. (2023). The use of intercoder reliability in qualitative interview data analysis in science education. Research in Science & Technological Education, 41(3), 1155–1175. https://doi.org/10.1080/02635143.2021.1993179

    Creswell, J. W. (2012). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

    Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, California, SAGE Publications.

    Drigas, A., Kontopoulou, M.-T., Gougoudi, A., Kantzavelou, K., & Mertzioti, L. (2022). Assessing and Recognizing Gifted Children using ICTs. Technium Education and Humanities, 2(3), 78–96. Retrieved from https://www.techniumscience.com/index.php/education/article/view/7391

    Eow, Y. L., Ali, W. Z. bte W., Mahmud, R. bt, & Baki, R. (2010). Computer games development and appreciative learning approach in enhancing students’ creative perception. Computers and Education, 54(1), 146–161. https://doi.org/10.1016/j.compedu.2009.07.019

    Eriksson, G. (2012). Virtually there – transforming gifted education through new technologies, trends and practices in learning, international communication and global education. Gifted Education International, 28(1), 7-18. https://doi.org/10.1177/0261429411424381

    Esteves, M., Fonseca, B., Morgado, L., & Martins, P. (2011). Improving teaching and learning of computer programming through the use of the Second Life virtual world. British Journal of Educational Technology, 42(4), 624–637. https://doi.org/10.1111/j.1467-8535.2010.01056.x

    Gee, J. P. (2013). Games for Learning. Educational Horizons, 91(4), 16-20. https://doi.org/10.1177/0013175X1309100406

    Gros, B. (2007). Digital Games in Education, Journal of Research on Technology in Education, 40(1), 23-38, https://doi.org/10.1080/15391523.2007.10782494

    Ioannna, L. P. –, Agathi, S., & Driga, A. M. (2023). Special Education Teachers’ Gifted Guidance and the role of Digital Technologies. TechHub Journal, 6, 16–27. Retrieved from https://techhubresearch.com/index.php/journal/article/view/95

    Karaca, S., Karakoc, A., Can Gurkan, O., Onan, N., & Unsal Barlas, G. (2020). Investigation of the Online Game Addiction Level, Sociodemographic Characteristics and Social Anxiety as Risk Factors for Online Game Addiction in Middle School Students. Community Mental Health Journal, 56(5), 830–838. https://doi.org/10.1007/S10597-019-00544-Z

    Kontostavlou, E. Z., & Driga, A. M. (2023). Digital technologies for Gifted Students' Education. Global Journal of Engineering and Technology Advances, 15(3), 191-204. https://doi.org/10.5281/zenodo.8285353

    Morgan, D. L. (1997). Focus groups as qualitative research. SAGE Publications, Inc., https://doi.org/10.4135/9781412984287

    Lichtman, M. (2023). Qualitative Research in Education: A User's Guide (4th ed.). Routledge. https://doi.org/10.4324/9781003281917

    Mesman, G. R., Kuo, D. Z., Carroll, J. L., & Ward, W. L. (2013). The Impact of Technology Dependence on Children and Their Families. Journal of Pediatric Health Care, 27(6), 451–459. https://doi.org/10.1016/j.pedhc.2012.05.003

    Miller, E. M., Carr, J. M., & Martin, J. M. (2022). Development of Children With Superior Cognitive Abilities. Roberts, J.L., Inman, T.F., & Robins, J.H. (Eds.). Introduction to Gifted Education, 97–112. https://doi.org/10.4324/9781003235866   

    Peebles, J. L., Mendaglio, S., & McCowan, M. (2023). The Experience of Parenting Gifted Children: A Thematic Analysis of Interviews With Parents of Elementary-Age Children. Gifted Child Quarterly, 67(1), 18-27. https://doi.org/10.1177/00169862221120418

    Periathiruvadi, S., & Rinn, A. N. (2012). Technology in Gifted Education, Journal of Research on Technology in Education, 45:2, 153-169. https://doi.org/10.1080/15391523.2012.10782601

    Renzulli, J. S. (2005). The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness (2nd ed., pp. 246–279). chapter, Cambridge: Cambridge University Press. http://doi.org/10.1017/CBO9780511610455.015

    Rudenko, I. V., Bystrova, N. V., Smirnova, Z. V., Vaganova, O. I., & Kutepov, M. M. (2021). Modern technologies in working with gifted students, Propósitos Y Representaciones. Journal of Educational Psychology, 9(SPE1), e818–e818. https://doi.org/10.20511/pyr2021.v9nSPE1.818

    Shin, N., Sutherland, L. M., Norris, C. A., & Soloway, E. (2012). Effects of game technology on elementary student learning in mathematics. British Journal of Educational Technology, 43(4), 540–560. https://doi.org/10.1111/j.1467-8535.2011.01197.x

    Taylan, H. H., Kara, H. Z., & Durğun, A. (2017). Ortaokul ve lise öğrencilerinin bilgisayar oyunu oynama alışkanlıkları ve oyun tercihleri üzerine bir araştırma [A study on middle and high school students' computer game playing habits and game preferences]. PESA Uluslararası Sosyal Araştırmalar Dergisi, 3(1), 78–87. https://dergipark.org.tr/tr/pub/pesausad/issue/36303/410194

    Whitton, N. (2014). Digital games and learning : research and theory. Routledge(Taylor&Francis Group). Retrieved from https://www.routledge.com/Digital-Games-and-Learning-Research-and Theory/Whitton/p/book/9780415629393

    Yee, N. (2006). The demographics, motivations, and derived experiences of users of massively multi-user online graphical environments. Presence: Teleoperators and Virtual Environments, 15(3), 309–329 https://doi.org/10.1162/pres.15.3.309  

    Yildiz Durak, H., Kıdıman Demirhan, E., & Citil, M. (2022). Examining various risk factors as the predictors of gifted and non-gifted high school students’ online game addiction. Computers & Education, 177, 104378. https://doi.org/10.1016/j.compedu.2021.104378

    Yıldırım, K. (2010). Nitel araştırmalarda niteliği artırma [Improving the quality of qualitative research]. İlköğretim Online, 9(1), 79–92. https://dergipark.org.tr/tr/pub/ilkonline/issue/8596/106955