Goals, attention, and video game performance among gifted children

Gifted children's goals for learning on their video game performance and patterns of attention were examined. Before playing a game, second- and fifth-graders were instructed to adopt an evaluative, process, outcome, or no specific goal focus while playing. Children were then asked about the game strategies and game features they attended to while playing. Older children showed better performance overall and their best performance when instructed to adopt an evaluative goal. Younger children showed their worst performance in the same condition. This developmental pattern of findings was reversed among children instructed to adopt an outcome goal. Postgame responses indicated developmental differences in game features, strategies, and evaluation assessments. Most children across both grades made reference to process goals. These findings provide preliminary support for the hypothesis that gifted children's goals for learning impact their performance and attention and that this impact may be influenced by their developmental level.