using computer game design for learning

Judy Robertson and Cathrin Howells, 19th September, 2007

Using Computer Game Design to Foster Successful Learners

Dr Judy RobertsonHeriot-Watt University

Cathrin HowellsCreative Contexts


Overview• In the Adventure Author project, we

have been working with young people as they make their own computer games.

• In this talk we will discuss why game making is a rich task for learning and how it fits in with the Curriculum for Excellence in Scotland.

• We will look at the “successful learner” strand in particular

• We will give illustrative examples from a recently completed field study in a primary school


Curriculum for Excellence in Scotland

• Confident individuals• Responsible citizens• Effective contributors• Successful learners

– Think independently and creatively– Have enthusiasm and motivation for

learning– Learn independently and as part of a

group– Make reasoned evaluations


Field studies• We have conducted various community

education field studies with the Neverwinter Nights game authoring toolkit

• This year we decided to look at a more formal learning environment:– 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– Each pupil had 40 minutes to work on game per

session• We’re now working on improving the game

making software.


NWN demo


Learning activities• Demo software skills (e.g. conversation

editing) to whole group• Discuss model games (by adults or other

learners) in group• Give children goal for session (e.g. to have

finished an interactive conversation) OR• Give children time for exploratory play – try out

what is possible in toolset and game • Plenary sessions for sharing what was

learned, exchanging tips• Peer play testing• Teaching visitors how to play

Enthusiasm and motivation for learning

“It was the best thing I've done.” (Alex Rider)“I really, really enjoyed it . . . Thank you for letting me make my own game.” (John)Something novel:“It was an opportunity – not everyone gets to do this.” (Jack)Best thing:“The challenge of making the game – hard things.” (James Bond)

Determination to reach high standards of achievement

• New computing skills• Demands of the NWN toolset • Area transitions!• New thinking skills• Orchestration of game ideas• Understanding the player's perspective • Working with constraints of time and hardware

and creative flexibility

Learning independently

• “My favourite bit was when I played my game and see what went wrong.” (Rene)

• “He . . . insisted I show him what he was doing wrong rather than doing it for him.” (Researcher’s notes)

• CJ was able to generalise how to make portals after being shown one example by a researcher.

• Brush fire effect . . .

Learning in groups

• whole class discussions beginning and ending each workshop

• informal opportunities for paired and small group interactions

– collaboration– informal peer-tutoring

• structured peer-testing sessions • occasional needs-related groups

Linking and applying learning• implicit

– use of inference– supporting the player– editing and improving writing

• explicit– “Well, I wrote a story and now I’m transforming it

and making it better.” (Nadia)– “It’s a better way of learning like, better sort of

language work, cos its more fun and it helps you with computing as well… it helps you with your conversation… you think about it a lot more to make your game better” (Predator)

• cross-curricular opportunities

Reasoned evaluation

• identifying and rectifying errors • decisions about changes to games• implications of sequences of decisions• effective game design• evaluation of software

Creative thinking: evolution of ideas

• The toolset caused game ideas to change because:– It was not possible or was too difficult to accomplish

original idea– The author discovered a new feature of the software

and thus new possibilities– Some children deliberately relied on game ideas

emerging from toolset (rather than planning up front)

Creative thinking: evolution of ideas (2)

Ideas also changed because the author:• Realised plans were too complex and scaled back• Grew in skill and gained confidence to tackle more

complex ideas• Forgot original ideas!• Realised the game was incoherent• Wanted to accommodate peer feedback• Had to prioritise because of time constraints


ImplicationsWhat would it take to spread this success

more widely? • Teacher training:

– In technology skills– In constructivist learning approaches– In diagnosing successful learner

component skills• Game capable hardware in schools (in

this case graphics cards)• A curriculum which truly values cross

curricular flexibility


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.


Any questions?Thank you!

[email protected]@creativecontexts.co.uk http://www.macs.hw.ac.uk/

AdventureAuthor/

mailto:[email protected]

mailto:[email protected]

using computer game design for learning

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