Goals, attention, and video game performance among gifted children

Gifted children's goals for learning on their video game performance and pa tterns of attention were examined. Before playing a game, second- and fifth -graders were instructed to adopt an evaluative, process, outcome, or no sp ecific goal focus while playing. Children were then asked about the game st rategies and game features they attended to while playing. Older children s howed better performance overall and their best performance when instructed to adopt an evaluative goal. Younger children showed their worst performan ce in the same condition. This developmental pattern of findings was revers ed among children instructed to adopt an outcome goal. Postgame responses i ndicated developmental differences in game features, strategies, and evalua tion assessments. Most children across both grades made reference to proces s goals. These findings provide preliminary support for the hypothesis that gifted children's goals for learning impact their performance and attentio n and that this impact may be influenced by their developmental level.