The Future of Education

In this study, a game literacy framework was developed to systematically measure changes in game literacy competencies, and based on this framework, an assessment tool was created and applied. Draft items capable of measuring each characteristic factor were developed based on prior research, and a first Delphi survey was conducted with 16 experts, followed by a second Delphi survey with 14 experts to enhance the validity of the items. Through this process, a total of 27 items were finalized for the game literacy attitude assessment tool, and two sets of the tool were developed by modifying some terminology for lower elementary and upper elementary/middle-high school students. In 2024, game literacy education was conducted, and the game literacy attitude assessment was administered before and after the education to measure changes in attitudes resulting from the education. A total of 833 students participated in board game-based education, and 1,446 students participated in block coding platform-based education. The comparative analysis of students' pre- and post- game literacy attitude competencies revealed the following: First, a significant increase in scores was observed only in the block coding platform-based education program (p < .05). Second, it was confirmed that motivation competency enhancement is needed in both board game and block coding education. Third, analysis was conducted based on nine sub-factors of the attitude domain: self-efficacy, emotional regulation, responsibility, challenge mindset, concentration, task perseverance, cooperation ability, leadership, and communication skills. As a result, only the block coding education showed significant increases in all eight characteristic factors, and a lack of challenge mindset was identified.