Scalable Game Design

Abstract

An educated citizenry that participates in and contributes to science technology engineering and mathematics innovation in the 21st century will require broad literacy and skills in computer science (CS). School systems will need to give increased attention to opportunities for students to engage in computational thinking and ways to promote a deeper understanding of how technologies and software are used as design tools. However, K-12 students in the United States are facing a broken pipeline for CS education. In response to this problem, we have developed the Scalable Game Design curriculum based on a strategy to integrate CS education into the regular school curriculum. This strategy includes opportunities for students to design and program games and science technology engineering and mathematics simulations. An approach called Computational Thinking Pattern Analysis has been developed to measure and correlate computational thinking skills relevant to game design and simulations. Results from a study with more than 10,000 students demonstrate rapid adoption of this curriculum by teachers from multiple disciplines, high student motivation, high levels of participation by women, and interest regardless of demographic background. . 2015. Scalable game design: A strategy to bring systemic computer science education to schools through game design and simulation creation. ACM Trans. Comput.

Constructionist Gaming: Understanding the Benefits of Making Games for Learning

“…Numerous other studies have documented students' learning of computational concepts (see Al-Bow et al, 2009;Basawapatna, Koh, Repenning, Webb, & Marshall, 2011;Holbert & Wilensky, 2014;Howland & Good, 2015;Owston, Wideman, Ronda, & Brown 2009;Pelletier, Burns & Buckingham, 2010;Repenning et al, 2015;Robertson, 2012;Robertson & Howells, 2008;Seaborn, El-Nasr, Milam, & Young, 2012). Although the learning of computational concepts can appear heavily scaffolded in these contexts by providing students with scripts that can be remixed and highly prescriptive game contexts (e.g., remix the classic Pong or Ms. Pac-Man, or make your own platform game), these scaffolds likewise need to be recognized as often necessary first steps to bring children into the game-making process.…”

The Impact of STEM Experiences on Student Self-Efficacy in Computational Thinking

“…We take the approach of instructional scaffolding which correlates to programming tutorials. However, as Repenning notes, direct instruction can actually limit student motivation, especially in females 25 . We utilize Problem-based Learning (PBL) (2009) 28 alongside Inquiry Learning (IL) to keep students motivated.…”

“…Kirschner argues that PBL and IL do not provide enough guidance for students to learn based on human cognition (2006) 17 ; Hmelo-Silver refutes this statement by providing evidence that PBL and IL have enough scaffolding to be effective learning practices 16 . Our coding activities in day one use mostly direct instruction scaffolding (step-by-step instruction of what blocks to use), but as the class progresses into later projects, we move into using guided discovery or inquiry-based learning, which has been shown to increase student abilities in scientific literacy 15,33 as well as students' motivation to learn 25 . As we move through the intervention, we also make use of PBL.…”

“…This relates to enactive attainment (individual mastery of skills), although we have to structure problems carefully so that they are not too easy (students will get bored) or too difficult (increased anxiety). This is also referred to as the zones of proximal flow and development 25 . Verbal persuasion occurs in our intervention through IL.…”

“…Outreach programs have a large range of focus. Scalable Game Design (SGD), for example, developed CT tools using AgentSheets and AgentCubes which enabled middle school students to develop video games 25 . The tools increased student understanding of CT concepts, which then allowed them to apply their new skills on scientific simulations, not just video games.…”