IP3: Learning Through Game Design

### Video Game (set: $typewriterText to "Design, Computational Thinking, & Constructionism in the Classroom") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 60ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (stop:)(t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "quote") ] ] }

### Video Game Design, Computational Thinking, & Constructionism in the Classroom "educators have leveraged the energy of video games to engage young learners in the increasingly highly responsive and culturally relevant environments characteristic of today's game play" (Burke & Kafai, 2014, p. 690) (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0')(set: $typewriterText to "Who?") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 120ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "2titlewho") ] ] }

(set: $typewriterText to "Who? Why? How? Challenges?") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 60ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (stop:) ] ] }

## (text-style:"smear")[The Research] The information throughout this twine is synthesized by Anneke Nussbaum (UBC grad student in the Master of Educational Technology program) from case studies, research, and meta-synthesis of game play and design in educational settings, listed in the references below. This includes details about the game design engines, pedagogical approaches, and impact on learning. #### References Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc. Ciampa, K. (2013). Learning in a mobile age: An investigation of student motivation. Journal of Computer Assisted Learning, 30(1), 82–96. de Castell, S. & Jenson, J. (2003). Serious Play. Journal of Curriculum Studies, 35, 6, 649-666. Denner, J., Campe, S., & Werner, L. (2019). Does computer game design and programming benefit children? A meta-synthesis of research. ACM Transactions on Computing Education, 19(3), 1-35. doi:10.1145/3277565 Jenson, J. & Droumeva, M. (2017). Revisiting the media generation: Youth media use and computational literacy instruction. E-learning and digital media, 14, 4, 212-225. Papert, S. (1995). "Introduction." Minds in Play: Computer Game Design as a Context for Children's Learning (Y. B. Kafai, Ed), Lawrence Erlbaum Associates, pp. 1-10. (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0')[Who?] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[Why?->why]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[How?->how]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[Challenges?->challenges]] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->3 - Title Choices]]

:: StoryTitle Harlowe: Importing External JavaScript :: UserScript [script] /* import jQuery UI library. */ $(function () { $.getScript("https://ajax.googleapis.com/ajax/libs/jqueryui/1.12.1/jquery-ui.min.js", function (data, textStatus, jqxhr) { console.log('jquery ui file loaded'); } ); }); :: Start <p>Click on the grey box below to see it bounce.</p> <div id="box" style="width: 100px; height: 100px; background: #ccc;"></div> <script> $("#box").click(function () { $("#box").toggle("bounce", {times: 3}, "slow"); }); </script>

### Video Game Design, (text-style:"smear")[Computational Thinking, & Constructionism] in the Classroom (set: $typewriterText to "Give young learners the opportunity to design, develop, and debug their own digital content and, in the process, better grasp the nature of web-based media and the potential to collaborate through such media on project-based assessments. (Burke & Kafai, 2014, p. 693)") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 40ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (stop:)(t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "why2") ] ] }

### Video Game Design, Computational Thinking & Constructionism (text-style:"smear")[in the Classroom] (after: 1s, (cond: visits>0, 200ms, 0))[= - [[**pedagogical**->pedagogical]] approaches(after: time+1s, (cond: visits>0, 200ms, 0))[= - online [[**communities**->collaborative]] to share and remix games(after: time+1s, (cond: visits>0, 200ms, 0))[= - game-making [[**tools**->tools]] directed toward youth (after: time+1s, (cond: visits>0, 200ms, 0))[= (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0')[[Who?->who]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[Why?->why]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [How?] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[Challenges?->challenges]] (after: time+1s, (cond: visits>0, 200ms, 0))[= [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->3 - Title Choices]]

### Video [[Game->games]] Design, Computational Thinking, & Constructionism (text-style:"smear")[in the Classroom] (set: $typewriterText to "Despite the growing excitement and intuitive logic that making a game results in learning, educators are increasingly challenged to justify the use of this approach in their classrooms (Denner, Campe & Werner, 2019, p. 1- 2)") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 40ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (stop:)(t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "challenges2") ] ] }

### (text-style:"smear")[Video Games] (set: $typewriterText to ". . . do they really have a place in the Classroom?") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 60ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (stop:)(t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "2question") ] ] } <audio src="https://static.wixstatic.com/mp3/05c63c_78fe5adbe3364195ad8bb11e9be36105.mp3" autoplay>

### Video Game Design, Computational Thinking, & Constructionism in the Classroom "educators have leveraged the energy of video games to engage young learners in the increasingly highly responsive and culturally relevant environments characteristic of today's game play" (Burke & Kafai, 2014, p. 690) (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0')[[Who?->who]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') (set: $typewriterText to "Why?") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 120ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "2titlewhy") ] ] }

### Video Game Design, Computational Thinking, & Constructionism in the Classroom "educators have leveraged the energy of video games to engage young learners in the increasingly highly responsive and culturally relevant environments characteristic of today's game play" (Burke & Kafai, 2014, p. 690) (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0')[[Who?->who]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[Why?->why]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') (set: $typewriterText to "How?") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 120ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "2titlehow") ] ] }

### Video Game Design, Computational Thinking, & Constructionism in the Classroom "educators have leveraged the energy of video games to engage young learners in the increasingly highly responsive and culturally relevant environments characteristic of today's game play" (Burke & Kafai, 2014, p. 690) (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0')[[Who?->who]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[Why?->why]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[How?->how]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') (set: $typewriterText to "Challenges?") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 120ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "3 - Title Choices") ] ] }

### Video Game Design, Computational Thinking, & Constructionism in the Classroom (after: 1s, (cond: visits>0, 200ms, 0))[= "educators have (t8n-depart:"instant")+(t8n-arrive:"instant")[[leveraged the energy of video games to engage young learners->2 - Title Choices]] in the increasingly highly responsive and culturally relevant environments characteristic of today's game play" (Burke & Kafai, 2014, p. 690)V

Who? Why? How? Challenges?

## (text-style:"smear")[Games] are defined as . . . "rule-based system[s] with a variable and quantifiable outcome, where different outcomes are assigned different values, and the player exerts effort in order ot influence the outcome. The player feels emotionally attached to the outcome, and the consequences of the activity are optional and negotiable" (from Juul, 2011, quoted in Denner, Campe & Werner, 2019, p. 5-6). [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->why2]]

## (text-style:"smear")[Pedagogical Approaches] (after: 1s, (cond: visits>0, 200ms, 0))[= 1. Design-Build-Test Cycle (click-replace: "Design-Build-Test Cycle")[Teaching students about game design and taking them through a **design-build-test cycle** that includes a combination of the steps of planning, programming, testing (playing), revising, finalizing, and sharing their games where revising repeats some or all of the previous steps (design process of Play, Plan, Prototype, Program, and Publish)] (after: time+1s, (cond: visits>0, 200ms, 0))[= 2. Stepwise Instruction (click-replace: "Stepwise Instruction")[Teachers use a **stepwise instruction** to structure and scaffold learning: students learned to use the tool and CS concepts/skills, modified/fixed existing games, designed their own game (with tutorials and/or programming challenges)] (after: time+1s, (cond: visits>0, 200ms, 0))[= 3. Collaborative Learning (click-replace: "Collaborative Learning")[**Social interaction** - students working in teams/pair, sharing feedback on their game and process, making effective use of online affinity spaces as learning communities as they work through the design process] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->how]]

(text-style:"smear")[## Tools] (after: 1s, (cond: visits>0, 200ms, 0))[= Explore the growing number of easily accessible online tools that you can use with students in (and out of) your classroom. To help you choose which tool(s) might be best for your context, they are evaluated and organized based on capacity to facilitate youth game-making: (after: time+1s, (cond: visits>0, 200ms, 0))[= * Low Floors (click-replace: "Low Floors") [[[Low Floors->low floors]] (accessibility)](after: time+1s, (cond: visits>0, 200ms, 0))[= * High Ceilings (click-replace: "High Ceilings") [[[High Ceilings->high ceilings]] (complexity)](after: time+1s, (cond: visits>0, 200ms, 0))[= * Wide Walls (click-replace: "Wide Walls") [[[Wide Walls->wide walls]] (extendability)](after: time+1s, (cond: visits>0, 200ms, 0))[= * New Windows (click-replace: "New Windows") [[[New Windows->new windows]] (sharability)] * Open Source (click-replace:"Open Source") [[[Open Source->opensource]] (cost)] (after: time+1s, (cond: visits>0, 200ms, 0))[= Want a tool that encompasses all of the above? (click-append:"all of the above?")[ ''T R Y''(after: time+1s, (cond: visits>0, 200ms, 0))[= * [[Scratch->scratch]] * [[Twine->twine]]] #### Index of Tools (click-append: "Index of Tools")[ * [[Agent-Sheets->agentsheets]] * [[Alice->alice]] * [[Game-Editor->gameeditor]] * [[Game-Maker->gamemaker]] * [[Gamestar Mechanic->gamestar]] * [[Game-Salad->gamesalad]] * [[Game-Studio->gamestudio]] * [[Kodu Game Lab-->kodu]] * [[Panda 3-D->panda]] * [[PyGame->pygame]] * [[RPG Maker->rpgmaker]] * [[Scratch->scratch]] * [[ToonTalk->toontalk]] * [[Twine->twine]]] [//(note - these are tools covered by Burke & Kafai's (2014) and Denner, Campe & Werner's (2019) research. Some have been left out, like Sploder and Phrogram, since Flash is no longer supported. There are more online tools avaialable for teacheres and youth to explore not covered here, like Unity and GDevelop)//] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->how]]

## (text-style:"smear")[Low Floors] (set: $typewriterText to "These tools are easily accessible to new game-makers, often using drag and drop functions instead of coding. These tools also have recognizable elements of design that help young creators connect personally to the process.") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 40ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (stop:)(t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "low floors 2") ] ] }

## (text-style:"smear")[High Ceilings] (set: $typewriterText to "description.") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 40ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (stop:)(t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "high ceilings 2") ] ] }

## (text-style:"smear")[Wide Walls] (set: $typewriterText to "description.") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 40ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (stop:)(t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "wide walls 2") ] ] }

## (text-style:"smear")[New Windows] (set: $typewriterText to "description.") { (set: $typewriterPos to 1) |typewriterOutput>[] (live: 40ms)[ (append: ?typewriterOutput)[(print: $typewriterText's $typewriterPos)] (set: $typewriterPos to it + 1) (if: $typewriterPos is $typewriterText's length + 1)[ (stop:)(t8n-depart:"instant")+(t8n-arrive:"instant")(goto: "new windows 2") ] ] }

## (text-style:"smear")[Low Floors] These tools are easily accessible to new game-makers, often using drag and drop functions instead of coding. These tools also have recognizable elements of design that help young creators connect personally to the process. (after: 1s, (cond: visits>0, 200ms, 0))[= * [[Scratch->scratch]](after: time+1s, (cond: visits>0, 200ms, 0))[= * [[Agent-Sheets->agentsheets]](after: time+1s, (cond: visits>0, 200ms, 0))[= * [[Game-Maker->gamemaker]](after: time+1s, (cond: visits>0, 200ms, 0))[= * [[Game-Salad->gamesalad]](after: time+1s, (cond: visits>0, 200ms, 0))[= * [[Gamestar Mechanic->gamestar]](after: time+1s, (cond: visits>0, 200ms, 0))[= * [[Alice->alice]](after: time+1s, (cond: visits>0, 200ms, 0))[= * [[Toontalk->toontalk]](after: time+1s, (cond: visits>0, 200ms, 0))[= * [[Kudo->kodu]] * [[Twine->twine]] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]]

<img src="https://wagon-wheel.yoyogames.com/sites/5d75794b3c84c70006700381/theme/images/logo.svg?1641900507"> Yoyo Games' GameMaker Studio features "rapid design and iteration of gameplay features, graphics, sound" (Burke & Kafai, 2014, p. 694) to make 2D games. * Low Floors (click-replace: "Low Floors")[[[Low Floors->low floors 2]] * use of "drag and drop" instead of code * built-in scripting language * fully featured integrated development environment] * New Windows (click-replace: "New Windows")[[[New Windows->new windows 2]] * games can be shared in an online showcase and sandbox * resources available: online tutorials] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]] [[Attribution]]

<img src="https://149356177.v2.pressablecdn.com/wp-content/uploads/2018/05/LogoNewGradient-220x45.png"> Game-Salad is a commercial program with classroom packages that uses visual programming. * Low Floors (click-replace: "Low Floors")[[[Low Floors->low floors 2]] * use of "drag and drop" instead of code] * New Windows (click-replace: "New Windows")[[[New Windows->new windows 2]] * games can be published to a wide-variety of platforms: iOS, Android, HTML5, and Mac * resources available: online forum, arcade, blog, featured games] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]] [[Attribution]]

<img src="https://www.alice.org/wp-content/uploads/2017/02/alice-logo.png"> Alice is a free "programming environment designed to motivate a broad spectrum of middle school students (particularly girls) to learn to program computers through creating short 3D animated movies" (alice.org). * Low Floors (click-replace: "Low Floors")[[[Low Floors->low floors 2]] * recognizable Sims character builder] * High Ceilings (click-replace: "High Ceilings")[[[High Ceilings->high ceilings 2]] * complex coding features * industry-level coding language: Java * foundational programming conepts for computer science] * New Windows (click-replace: "New Windows")[[[New Windows->new windows 2]] * online sharing through the "Looking Glass Project" * resources available: tutorials, lessons, exercises, projects] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]] [[Attribution]]

<img src="http://www.toontalk.com/smashtt.gif"> ToonTalk is a free program in which children can "learn basic programming functions by animating various cartoons, which then can be manipulated to create basic puzzles and simulations" (Burke & Kafai, 2014, p 695). * Low Floors (click-replace: "Low Floors")[[[Low Floors->low floors 2]] * recognizable cartoon sprites] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]] [[Attribution]]

### Video [[Game->games]] Design, (text-style:"smear")[Computational Thinking, & Constructionism] in the Classroom "Give young learners the opportunity to design, develop, and debug their own digital content and, in the process, better grasp the nature of web-based media and the potential to collaborate through such media on project-based assessments." (Burke & Kafai, 2014, p. 693). (after: 1s, (cond: visits>0, 200ms, 0))[= * ground academic content in constructionist learning (click-append:"constructionist learning")[ * "a theory of learning, teaching, and design where learning involves constructing relationships between old and new knowledge while building artifacts and interacting with others" (Denner, Campe & Werner, 2019, p. 2)] (after: time+1s, (cond: visits>0, 200ms, 0))[= * 21st century competencies (click-append: "21st century competencies") [ * time (click-append:"time")[ and project] management * new media literacies (click-append:"literacies")[ as consumers and producers of media content] * collaboration (click-append:"collaboration")[, peer-feedback, communication, & autonomy] * systems thinking (click-append:"systems thinking")[ & ability to deal with complexity] * bridge the gap (click-append:"gap")[ between those with opportunities to build digital skills and those who do not have those oportunities, such as young women and youth who lack computer support at home (Jenson & Droumeva, 2017)]] (after: time+1s, (cond: visits>0, 200ms, 0))[= * computational thinking (click-append:"computational thinking")[ * programming knowledge (click-append:"programming knowledge")[ ** automating solutions through a series or ordered steps ** identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources ** generalizing and transferring this process to a variety of problems] * problem specification & design (click-append:"problem specification & design")[ ** stating the problem in a way that a computer can be used to help solve it ** analyzing and organizing the data involved in the problem solution ** designing models or simulations of possible solutions]] (after: time+1s, (cond: visits>0, 200ms, 0))[= * computer science point of entry (click-append:"computer science point of entry")[ * confidence (click-append:"confidence")[ ** "middle school girls reported increases in their computer self-efficacy, particularly around porgramming and game building" (Denner, Campe & Werner 2019, p. 28)] * attitude (click-replace:"attitude")[can have a more positive attitude toward computers and learning] (click-append:"computers and learning")[ ** how much students value computing ** interest in doing more programming ** pursuing a computing career]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0')[[Who?->who]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [Why?] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[How?->how]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[Challenges?->challenges]] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->3 - Title Choices]]

<img src="https://static.wixstatic.com/media/05c63c_150dabd004534112a407ab7eef7716bf~mv2.png"> Game-Editor is a "free game design software that allows users to create the games and obtain the source code of other game creators; meant for 2D games for personal computers as well as mobile devices" (Burke & Kafai, 2014, p 694). * High Ceilings (click-replace: "High Ceilings")[[[High Ceilings->high ceilings 2]] * complex coding features * industry-level language: C * foundational programming concepts for computer science] * New Windows (click-replace: "New Windows")[[[New Windows->new windows 2]] * games can be shared onsite and on mobile devices * users can share, sample, and remix source code * resources available: forum, demos, tutorials] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]] [[Attribution]]

<img src="https://upload.wikimedia.org/wikipedia/commons/thumb/2/23/Gamestar_Mechanic_Logo.png/320px-Gamestar_Mechanic_Logo.png"> Gamestar Mechanic is "a free game and community designed to teach children the principles of game design and systems thinking... intended for ages 7-14" (Burke & Kafai, 2014, p. 695). As of January 1, 2021, users will need to download an app to use the platform (gamestarmechanic.com). * Low Floors (click-replace: "Low Floors")[[[Low Floors->low floors 2]] * users play and learn through scaffolds * learn to create a game with programming rewards and design models * library of sprites] * New Windows (click-replace: "New Windows")[[[New Windows->new windows 2]] * online community for game sharing * parent and teacher communities and resources * resources available: online game design courses with feedback] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]] [[Attribution]]

<img src="https://static.wixstatic.com/media/05c63c_a392fd8251c64807a9f01b8d9c958f36~mv2.png"> Gamestudio is "a commercial authoring system for interactive 2D and 3D applications" (Burke & Kafai, 2014, p 695). * Low Floors (click-replace: "Low Floors")[[[Low Floors->low floors 2]] * click together 3D racing games * use pre-assembled templates for action games] * High Ceilings (click-replace: "High Ceilings")[[[High Ceilings->high ceilings 2]] * coding practice with lite-C * industry-level language: C++, C#, Delphi * foundational programming concepts for computer science] * Wide Walls (click-replace: "Wide Walls")[[[Wide Walls->wide walls 2]] * many types of games and interactive projects to create] * New Windows (click-replace: "New Windows")[[[New Windows->new windows 2]] * online community forum and Wiki * online gallery for users to share and download creations] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]] [[Attribution]]

<img src="https://resources.istcoalition.org/filebin/images/Resource_Logos/kodu.png"> Kodu Game Lab is a commercial 3D game development environment for the Xbox or PC for all ages (Burke & Kafai, 2014, p. 695). * Low Floors (click-replace: "Low Floors")[[[Low Floors->low floors 2]] * cute recongizable cartoon characters * connection to Xbox platform * tile-based, visual programming language] * New Windows (click-replace: "New Windows")[[[New Windows->new windows 2]] * games can be shared on the Planet Kodu Community * resources available: blog, videos, tips and tricks, curricular connections] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]] [[Attribution]]

<img src="https://www.pygame.org/images/logo_lofi.png"> PyGame is a free "set of modules designed for writing games that allows you to create fully featured games and multimedia programs" (Burke & Kafai, 2014, p 695). * High Ceilings (click-replace: "High Ceilings")[[[High Ceilings->high ceilings 2]] * complex coding features * industry-level language: Python * Raspberry Pi extension * foundational programming concepts for computer science] * New Windows (click-replace: "New Windows")[[[New Windows->new windows 2]] * membership-based online community * links to games can be shared on the site * resources available: wiki, news, tutorials] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]] [[Attribution]]

<img src="https://static.wikia.nocookie.net/sploder/images/e/ed/SploderLogo.png/revision/latest/scale-to-width-down/200?cb=20210411105319"> Sploder is a free online software and community for making and publishing a variety of Flash games. (Burke & Kafai, 2014, p 695). Note: * Low Floors (click-replace: "Low Floors") * users don't need to learn Flash coding * recognizable cartoon sprites] * High Ceilings (click-replace: "High Ceilings") * physics puzzle game maker * graphics editor] * Wide Walls (click-replace: "Wide Walls") * arcade, platformer games, spaceship shooters, space adventure games, or physics puzzle games] * New Windows (click-replace: "New Windows") * users can publish their games easily online * membership-based online community * challenges and competitions * resources available: wiki, forums, tutorials, lessons]

## (text-style:"smear")[High Ceilings] These tools ahve the capacity to retain users as they develop their skills with features like the potential for complex coding, the use of industry-level language, and build editors. (after: 1s, (cond: visits>0, 200ms, 0))[= * [[Agent-Sheets->agentsheets]] * [[Alice->alice]] * [[Game-Editor->gameeditor]] * [[Game-Studio->gamestudio]] * [[Panda 3D->panda]] * [[PyGame->pygame]] * [[RPG Maker->rpgmaker]] * [[Scratch->scratch]] * [[Twine->twine]] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]]

## (text-style:"smear")[Wide Walls] These tools have the capacity for a vareity of creations, allowing users to explore and make different types of games and interactive projects. (after: 1s, (cond: visits>0, 200ms, 0))[= * [[Game-Studio->gamestudio]] * [[Panda 3D->panda]] * [[Scratch->scratch]] * [[Twine->twine]] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]]

## (text-style:"smear")[New Windows] These tools offer users opportunities share their games and/or code, learn from eachother,remix, compete, and access resources/tutorials as an online community. These affinity spaces extend the learning by promoting social interactivity, collaboration, and "offering children the opportunity to become more intimately part of a wider phenomenon" (Burke & Kafai, 2014, p. 703). (after: 1s, (cond: visits>0, 200ms, 0))[= * [[Agent-Sheets->agentsheets]] * [[Alice->alice]] * [[Game-Editor->gameeditor]] * [[Game-Maker->gamemaker]] * [[Gamestar Mechanic->gamestar]] * [[Game-Salad->gamesalad]] * [[Game-Studio->gamestudio]] * [[Kodu Game Lab-->kodu]] * [[PyGame->pygame]] * [[RPG Maker->rpgmaker]] * [[Scratch->scratch]] * [[Twine->twine]] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]]

### (text-style:"smear")[Image & Sound Attributions] * Agent-Sheets (now "Cubes") Logo: https://agentsheets.com/ * Alice 3 Logo: https://www.alice.org/get-alice//alice-3/ * Back Button Sprite: https://www.animatedimages.org * Game-Editor Logo: http://game-editor.com/Main_Page * Game-Maker Logo: https://www.yoyogames.com/en/gamemaker * Gamestar Mechanic Logo: https://en.wikipedia.org/wiki/File:Gamestar_Mechanic_Logo.png * Game-Salad Logo: https://gamesalad.com/ * Game-Studio Logo: http://www.3dgamestudio.com/ * Kodu Game Lab Logo: http://www.kodugamelab.com/ * Memes ("what if I told you?" & "educational decree"): http://www.imgflip.com * Music "My first walk" by <a href="/users/nojisuma-23737290/?tab=audio&utm_source=link-attribution&utm_medium=referral&utm_campaign=audio&utm_content=13852">nojisuma</a> from <a href="https://pixabay.com/music/?utm_source=link-attribution&utm_medium=referral&utm_campaign=music&utm_content=13852">Pixabay</a> * Panda 3-D Logo: https://docs.panda3d.org * PyGame Logo: https://www.pygame.org * RPG Maker Logo: https://www.rpgmakerweb.com/ * Scratch Logo: https://en.wikipedia.org/wiki/Scratch_(programming_language) * ToonTalk Logo: http://www.toontalk.com * Twine Logo: http://www.twinery.org [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->tools]]

### Video [[Game->games]] Design, Computational Thinking, & Constructionism (text-style:"smear")[in the Classroom] "Despite the growing excitement and intuitive logic that making a game results in learning, educators are increasingly challenged to justify the use of this approach in their classrooms" (Denner, Campe & Werner, 2019, p. 1- 2). - Time - Training - Collaboration - Resources - Balancing content and delivery - Aligning to curricula But, Computer Game Design & Programming "is widely believed to be an effective strategy for K-12 education" (p. 2) and numerous studies provide "consistent evidence that teaching children to program games can result in increases in programming knowledge,... increased problem specification and design,... [and] increase in positive attitudes toward computing among middle school students" (p. 24-28). (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0')[[Who?->who]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[Why?->why]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [[How?->how]] (print: '\u00A0\u00A0\u00A0\u00A0\u00A0\u00A0') [Challenges?] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->3 - Title Choices]]

### (text-style:"smear")[Video Games] . . . do they really have a place in the Classroom? (after: 1s, (cond: visits>0, 200ms, 0))[= You mean, like, playing //Prodigy// and other serious games? [[Sure->playing]]. (after: 3s, (cond: visits>0, 200ms, 0))[= //"Every educator must have felt some envy watching children playing video games: If only that energy could be mobilized in the service of learning something that the educator values... to see children construct games" (Papert, 1995, Preface).// [[So yes. But how->1title]]? (after: 5s, (cond: visits>0, 200ms, 0))[= [[No->no]], there is no space for video games in academics!

### (text-style:"smear")[Using Games] in the Classroom can . . . (after: 1s, (cond: visits>0, 200ms, 0))[= * Align with particular learning outcomes * Engage and motivate youth * Enhance subject matter * introduce new media literacies (after: 3s, (cond: visits>0, 200ms, 0))[= [<img src="https://static.wixstatic.com/media/05c63c_9fa11f97a90e4f34b658d10f576c193d~mv2.jpg">] and we could take learning further? (click-append: "take learning further?")[ Jenson & Droumeva (2017) note that "just being familiar with digital technolgoies and using them in one's everyday life does not necessarily translate into skillfully using them for learning" (p. 213). It is, therefore, important to engage youth in game design through a "production pedagogy" (p. 213) using a [[//constructionist// ->1title]] approach. [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->2question]]]

<img src="https://static.wixstatic.com/media/05c63c_bb0b6c20991b4bd093c5d9c479fa718c~mv2.jpg"> This is a (text-style:"shudder")[[lie . . .]<1|] (click: ?1)[(display:"no2")]

typerwriter <audio src="https://static.wixstatic.com/mp3/05c63c_922aedb6db2b4af0b3cc61c9306cb2e7.mp3"> forward <audio src="https://static.wixstatic.com/mp3/05c63c_acdc9b84dc6e4415b26e5d599ae174b2.mp3"> background <audio src="https://static.wixstatic.com/mp3/05c63c_acdc9b84dc6e4415b26e5d599ae174b2.mp3"> Music "Freshing your EYE" by <a href="/users/koosin486-8059346/?tab=audio&utm_source=link-attribution&utm_medium=referral&utm_campaign=audio&utm_content=1789">koosin486</a> from <a href="https://pixabay.com/music/?utm_source=link-attribution&utm_medium=referral&utm_campaign=music&utm_content=1789">Pixabay</a>

Double-click this passage to edit it.

## (text-style:"smear")[Collaborative Learning & Online Communities] (after: time+1s, (cond: visits>0, 200ms, 0))[= "perhaps the most important way in which game-making is a theoretically important domain is the emphasis it lays on importance as a category in thinking about what situations are good for learning" (Papert, 1995, Preface). (after: time+2s, (cond: visits>0, 200ms, 0))[= With ever the widening affinity spaces of game design tools, educators can bridge the tool with community, encourage discussion and sharing, encourage remixing, promote social interactivity, and leverage peers as resrouces, extending learning from the classroom to online spaces. (after: time+1s, (cond: visits>0, 200ms, 0))[= [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->how]]

## (text-style:"smear")[Open Source Tools] These tools are free to use online or can be downloaded onto student or school devices. * [[Alice->alice]] * [[Game-Editor->gameeditor]] * [[Gamestar Mechanic->gamestar]] * [[Game-Salad->gamesalad]] * [[Panda 3-D->panda]] * [[PyGame->pygame]] * [[RPG Maker->rpgmaker]] * [[Scratch->scratch]] * [[ToonTalk->toontalk]] * [[Twine->twine]] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->how]]

"And nowhere do we see more rapt and immersive attention than in the voluntary activities of play" (deCastell & Jenson, 2007, p. 131). ### (text-style:"smear")[The Research] deCastell and Jenson (2007) (click-append: "deCastell and Jenson (2007)") [ compare how we learn to play in videogames with an intent on mastery to how we, typically, learn in school, providing a powerful image of the potential for eudcaiton if modelled after the affordances of game culture, through feedback, consquesnces, authonomy, immersion, and interaction, "described as 'stealth learning'" (p. 55). They critisize the education system for claiming that "play is something regulated and relegated to spaces outside the classroom where 'real'serious learning is meant to occur" (p. 654).] Jenson & Droumeva (2017) (click-append: "Jenson & Droumeva (2017)")[ criticize the "persistent presumption that students in today's classrooms are all by default 'digitally native'" emphasizing that "'digitally native' is looking markedly gendered, raced and classed" (p. 213).] Ciampa's (2013) (click-append: "Ciampa's (2013)") [ case study of grade 6 learners' use of tablets supports the motivational nature of video games through challenge, curiosity, control, cooperation, competition, and recognition.] Denner, Campe & Werner (2019) (click-append:"Denner, Campe & Werner (2019)") [ conducted a meta-synthesis of research on the impact of computer game design and programming on learning, recongizing the challenge this can pose to educators. Their study of 85 academic articles found "evidence that computer game design and programming can be beneficial for computer science learning, attitudes, and confidence, particualrly for middle school students" (p. 29).] [[<img src="https://www.animatedimages.org/data/media/111/animated-arrow-image-0271.gif"> ->2question]]

|title>[<img src="https://static.wixstatic.com/media/05c63c_ae1b0a0004b84724a50fdaa4ccf44e88~mv2.png">] (click: ?title)[(goto: "1question")]