Abstract

This paper argues that making computer games as part of a classroom project can develop a range of new media storytelling, visual design and audience awareness skills. This claim is supported by data from the evaluation of a six week game making project in a state funded primary school in which 11–12 year old learners made their own computer games using software called Adventure Author. The paper reports on analysis of the games produced by the children and documents the range of new media storytelling skills used as well as examining how the pupils responded to peer reviews of their games. In light of concerns raised in the literature that girls may be disadvantaged by classroom games projects, it investigates whether there are gender differences in the game making skills displayed by the learners. The results of the study indicate that girls' games score more highly than boys', particularly on skills relating to storytelling.

Citation

Robertson, J. (2012). Making games in the classroom: Benefits and gender concerns. Computers & Education, 59(2), 385-398. Elsevier Ltd. Retrieved April 21, 2019 from https://www.learntechlib.org/p/66726/.

Keywords

• Audience Awareness
• classroom
• Computer Assisted Instruction
• computer games
• educational technology
• Elementary School Students
• Females
• game-based learning
• Games
• gender
• gender differences
• instructional design
• Instructional Effectiveness
• media literacy
• New media literacy
• Peer Evaluation
• Program Evaluation
• Skill Development
• Story Telling
• Student Projects
• Visual Arts