Contributions of play-based enrichment activities for parents of gifted children to parental awareness and the educational process

This study aims to examine the effects of game-based enrichment activities developed for parents of gifted children on parental awareness. A mixed-methods design was used, combining qualitative and quantitative methods. A single-group pretest-posttest experimental design was employed as the quantitative method. The study group consisted of the parents of 10 gifted/talented students enrolled in schools in the central district of Elazığ Province in the 2024-2025 academic year. Data collection tools included a parent awareness scale, semi-structured interview forms, and observation. The research process was conducted with 20 gamification activities over 5 weeks designed for parents. Quantitative data obtained from the research were analyzed using SPSS-22 software, and statistical tests such as the Mann-Whitney U test and the Wilcoxon Signed-Rank Test were applied. Qualitative data were analyzed using content analysis. As a result of the study, a statistically significant increase was found in the awareness scores of parents who participated in game-based education between the pre-test and post-test. In the qualitative dimension of the study, the participation levels of parents, the difficulties they encountered, and their contributions to the development of their children were detailed. Parents reported that by participating in game-based enrichment activities, they experienced partial development in their parenting and gained certain insights into the cognitive, social, and emotional characteristics of their gifted children; they also reported that family interactions became warmer and more supportive during this process.