1. Robertson, J., Howells, C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50(2), 559-578. Presenter: Feng Chia-Yen Advisor: Chen Ming-Puu Date: December 23, 2009

2. Abstract The paper discuss why game making is rich task for learning and how it fits in with the A Curriculum for Excellence in Scotland. look at the "successful learner" strand in particular give illustrative examples from a recently completed field study in a primary school presents qualitative results from an eight week exploratory field study in which a class of ten year olds made their own computer games. The analysis focuses on enthusiasm and motivation for learning, determination to reach high standards of achievement independent and group learning linking and applying learning in new situations.

3. Introduction (1/2) Learning how to learn Learning how to learn successful learners use knowledge of cognition and self- regulating mechanisms, both aspects of meta-cognition, to monitor their own understanding (Black, et al., 2006). The role of teachers role strategic thinking and reflection about their own learning. Games and learning Games and learning Gee (2003) -four part cycle : engage – probe, hypothesize, reprobe, and rethink. Garris, Ahlers, and Driskell (2002) : judge- ment- behaviour-feedback loops. McFarlane, Sparrowhawk, and Heald (2002) : decision making, design, strategy, cooperation, and problem solving.

4. Introduction (2/2) Learning by making Learning by making Making games is a rich task, in that it offers opportunities for children exercise a wide spectrum of skills (such as devising game rules, creating characters and dialogue, visual design, and computer programming) to create a complex artefact. Making a game actively engages learners because they construct their own game using a software tool embody their creative ideas in a testable way in their game and then try it to evaluate their ideas.

5. Game making toolkits (1/2) Logo programming language (Kafai, 1995) the children took on many roles, as users, designers, writers of storylines, teachers (of fractions concepts), and programmers. Visual programming language the emphasis away from low level programming, enabling learners to focus on the other roles as designers or writers. Many programming toolkits These studies indicate that making games is motivating, bolsters esteem, and develops storytelling as well as technical programming skills.

6. Game making toolkits (2/2) Game making can be seen as a type of user-generated content, a concept which has lately attracted attention in educational technology circles. which is created and published by end users rather than media companies. Used in a learning context, these types of software can empower learners by enabling them to express their creativity and share it with a genuine audience.

7. The Neverwinter Nights software Testing learner tests peer tests Area transitions Linking indoor and outdoor settings Writing a conversation

8. Field studies (1/2) Adopted a design-based research approach during the Adventure Author project. This paper focuses on skills related to successful learning. Participants 8 week field study in a state funded primary school in Dundee. 30x 9-10 year old children, one class teacher, one ICT specialist teacher, 3 researchers. Six of the pupils were selected as case study participants

9. Field studies (2/2) - Procedure Introductory session : demo software skills to whole group Discuss model game(by adults or other learners )in group Give children goal for session or give children time for exploratory play- try out what is possible in toolset and game hands-on time: children worked independently. The children acted as peer reviewers by testing a friend’s game and giving constructive criticism. Discussions about what the children had learned. ->Sharing knowledge parents were invited to visit to see what the children were working on-> to teach the adults how to make and play games.

10. Findings (1/3) Enthusiasm and motivation for learning The children’s enthusiasm and motivation were noticeable from the introductory workshop, and were sustained throughout the project and beyond. Some of the motivation and enthusiasm seemed to be linked to the element of challenge: ‘‘It was a challenge, but very enjoyable’’ Determination to reach a high standard of achievement New computing skills  a high degree of complexity. Demands of the NWN toolset Area transition New thinking skills Orchestration of game ideas Understanding the player's perspective Working with constraints of time and hardware and creative flexibilty

11. Findings (2/3) Learning together and alone Learning in a group provides many opportunities to develop ideas, consolidate concepts and learn about social interaction. group learning situations were o ff ered Whole class discussions beginning and ending each workshop Informal opportunities for paired and small group interaction Collaboration Informal peer-tutoring Structure peer-testing session Occasional needs-related groups

12. Findings (3/3) Linking and applying learning in new situations Transferring learning from one context to another is an important aspect of independent learning. Cross-curricular opportunities apply skills related to reading and writing in the development of their games.

13. Implications for classroom practice (1/2) Striking a balance between exploratory learning and instruction independent exploration of the toolset more time to ‘‘play’’  consolidate skills introduced and to discover the creative potential time for direct, interactive teaching  to ensure that essential skills and features are introduced. Facilitating the exchange of knowledge between learners discussions about interesting features the load on the adult helpers was reduced

14. Implications for classroom practice (2/2) Facilitating cross-curricular learning and transferable skills cross-curricular potential of NVW / embedded in a wider curriculum experience. classroom activities  connection to the game design experience skill transfer  implicitly and explicitly on the part of the learners. Interview, teacher-observations Evaluating successful learning children’s own reflections on their progress peer assessment peer tuition and supportive group critiques of games.

15. Conclusions Game making creates a rich environment for learning. Its complexity is an asset. It can foster the development of successful learning skills, including creativity Incorporating learning of this style in classrooms will be challenging… …but the benefits could be great within the Curriculum for Excellence framework.

16. Lesson learned What the relationship of the game creation effort and productivity ? How to assessment for game making? Produce check lists of success criteria and summative questionnaires  the progress How to investigating the process of game creation Creative thinking-> How to evolution of ideas