- 10 participants describe
- ability to reach a solution for a problem (3)
- active(2)
- a deep thinking about solutions and creativity (x1)
- a design that uses appropriate educational theories and relevant learning objectives(x1)
- after examination of facts(5)
- agency on the part of the learner
- analyze(9)
- anything from pondering wild possibilities to imagining different worlds (x1)
- “anything that involves, and/or requires, the person to “stop and think” even for a while”(x1)
- A teacher should not be in the “game area”, rather monitor learning on the side (x1)
- attain a holistic understanding of a problem, situation, or subject(5)
- attaining a holistic understanding(4)
- “avoid faulty stealth learning” (x1)
- “Benson’s theory (2011) of language learning that happens outside the classroom might be adapted in connected to critical thinking skills” (x1)
- “big claims” which have no foundation(1)
- briefing/action/debriefing sequence, and reflection (5)
- challenge(1)
- “challenge or progress modern thought”(1)
- check(1)
- choose-your-own-adventure(2)
- chosen modes should be aligned with the purposes of learning, as it is easier to evaluate the impact of predesigned learning activities in formal and non-formal environments. In-depth interviews might help in the understanding of CT in informal learning in games (x1).
- classify(1)
- classroom setting (x1)
- clear(1)
- collaboration (2)
- Collaborative features
- Collaborative mode with children playing on different consoles under the teacher’s supervision and assessment of players’ contribution (x1).
- collated idea or concept;
- collated ideas
- compare(1)
- complex(1)
- concede(1)
- conclude(2)
- consider an issue from several perspectives(10)
- construct arguments in higher education settings(1)
- constructivism (3)
- Cooperative mode (2)
- create(1)
- create a meaning(4)
- creating a meaning(1)
- Creative and Playful Learning (x1)
- critical thinking always involves the rational and multi-sided application of System 2 (x1)
- “critical thinking approach is correlated with higher education”(x1)
- Critical thinking is neither good or bad, rather it is the way how an individual is leveraging the potential of critical thinking
- “critical thinking is not necessarily associated with “good” (in value or moral sense)” (2)
- critical thinking would involve perspective taking and in-depth communication (x1)
- crucial to most workplace settings(1)
- CT elements
- CT is a hybrid of fact-based analytical thinking and subjective thinking but the subjective thought process is the later part of the critical thinking approach (x1)
- CT is by its definition geared towards making a judgment (x1)
- CT is divergent (x1)
- CT is more about precise details so that the decisions are based on deductive logic (x1)
- CT is when a child thinks outside the box and progresses from simple tasks [which form his imagination] to more challenging
- CT reaches the highest levels of thinking to solve problems and analyze them, find appropriate solutions; the ability to understand a problem, explain it and consider different solutions to it and its consequences (x1)
- deal with problems(2)
- decisions based on debate, discussion, and analysis(1)
- dialectic(1)
- differentiated from or opposed to emotions and opinion(3)
- different perspectives”(x1). In conjunction with non-linear interaction
- discuss(1)
- discussion(2)
- discussion of 'problematisation'
- Educational games (2)
- effective thinking may be convergent (x1)
- “emotions, blind belief in faith, and falsehoods”(x1)
- “enables a conscious awareness in an individual”(2)
- engagement(2)
- evaluate or assess(12)
- examine(1)
- “facilitates a personal transformation”(x1)
- fake news distributed in news outlets and social media(4)
- feedback (2)
- “feelings and bias”(x1)
- find new solutions(1)
- first-person shooters (x1)
- for identifying truth from fiction/falsehood(4)
- form a judgment(4)
- Formal, informal, and non-formal
- Games that engage both thinking and feeling (2)
- Game theory (x1)
- good thinking has a lot of subjective elements (x1)
- “have a great career”(2).
- high order(1)
- idea or concept
- identify(3)
- Imagination, connection with the real world, engagement. Games feature serious elements. Playing games is to be open to learning new things (1).
- imagine(1)
- including reflection on our own learning(1)
- In collaborative mode, there is an expectation of other players to be effective. It might be interesting to observe communication when playing collaboratively in the same room or different rooms (x1)
- infer(1)
- informed(2)
- in-game feedback(9)
- interpret(2)
- introduce the dimension of consequences or the “moral” dimension of CT
- "It almost requires certain amount of cynicism and skepticism to [discern statements] based on emotions rather than facts"(x1).
- “It provides the impetus to generate change and innovation”(x1)
- lateral and convergent(1)
- “Leaderboard/high score board”
- learn a language or anything else(1)
- learner’s age, skills, strengths (x1)
- “learning how to question all assumptions and claims before accepting any of them on face value”(3)
- logical(3)
- logical fallacy(2)
- logical thinking (x1)
- looking for a logical outcome, to “stop and think” (1)
- make an informed/evidence supported decision or conclusion(8)
- making others think about problem solution(1)
- math skills(2)
- meets special learning needs (1)
- meets the needs of the user and educator (x1)
- Minecraft: Education Edition (3)
- (Mitroff & Turoff, 2002, p. 27)
- “Modes can be very different as in the public domain any actions, and limited [Depending on the level of development of the program]” (x1)
- Multiplayer games (collaborative games) (5)
- Multiplayer modes where a teacher acts as facilitator (2)
- multiple solutions(2)
- Narrative/story games (3)
- narrative-/storytelling based learning(3)
- “navigate”(1)
- not taking things at their face value(2)
- objective(4)
- one of the basic skill-sets for modern citizens(3)
- only thinking about a topic (x1)
- opponents (2)
- oppose counterfactual narratives when playing games(1)
- Other position
- own objective evaluation
- perspective-taking(4)
- problematize phenomenon(2)
- problem-solving component(7)
- propaganda(1)
- “put aside their own biases”(2)
- Puzzle-style games (2)
- question(8)
- rational(3)
- reaching conclusions based on extensive questioning(3)
- real-life(2)
- reasoned(4)
- reflect(2)
- reflective(5)
- refute(1)
- repeat a task
- “required for sustaining and improving any functioning society [to achieve social justice]”(x1)
- requires flexibility – ability to recognize your own a priori or beliefs, or that your views can be wrong, and be able to suspend them/alter judgement in the face of new information, facts(3)
- resolve problem or situation(6)
- resource management(2)
- resource management (2)
- review(1)
- Role-playing games (RPGs) (5)
- several choices (2)
- should correspond to learning goals and objectives (5)
- Simulations (2)
- skillful(1)
- social(x2)
- strategic(1)
- Strategy games (3)
- subdivide(1)
- succeed in education(3)
- summarize(1)
- superficial (x1)
- surpass subjectivity(1)
- surpass subjectivity(1)
- survival games (x1)
- Survival (x1)
- synthesize(3)
- Team/group work where a teacher takes different roles(2)
- “technology itself is inert”(3)
- test(1)
- the ability to make decisions based on quick judgements that often involve assumptions (x1)
- the aspect of critical thinking to be taught
- “the basis for reaching a certain level of maturity”(x1)
- “the basis of all scientific reasoning”(2)
- the best possible(1)
- the concept of CT refers to the logical processes for evaluating information (x1)
- the context of the problem being learned (2)
- the design of the game (3)
- the ease of use and intuitiveness(1)
- the level of development of the [learning] program (x1)
- the “moral” dimension is not necessarily a part of CT
- the most common gaming collaboration methods should be emphasized:
- the position of proponents (4)
- There’s no specific type of game (3)
- the resources of the educational institution (x1)
- The role of an educator is central
- The “save and load”
- thinking used in situations which do not require CT (x1)
- To achieve a goal in a variety of ways by removing standards and frameworks(x1).
- “to be able to act on that understanding to ensure human survival”(x1)
- “to build a collective body of knowledge”(2)
- to discern “fake news”(2)
- to have an opinion(2)
- “to not be abused by politicians, media, governments, and companies who drive their own products, ideologies”(8)
- “to not be a mere sheep in our totalitarian system where everyone is being brainwashed to comply”(2)
- “to not take things at their face value”(2)
- topics, “especially complex ones like language, rhetoric or in computational thinking”(1)
- unbiased(5)
- understand(4)
- usability(1)
- use information(1)
- voluntary(1)
- with a teacher(2)
- “With critical thinking comes the ability to be able to accept that there are multiple ways one is doing “wrong” or “inefficiently” in their personal lives, or their views on certain topics are subjective. It is fine to have any ideas, feelings, emotions and opinions, but one should know how and why they think or feel the way they do”(x1).