Children Designers: Interdisciplinary Construction for Learning and Knowing Mathematics in a Computer-Rich School
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Serious Games: Games That Educate, Train, and Inform
Serious Games: Games That Educate, Train, and Inform
Don't Bother Me Mom--I'm Learning!
Don't Bother Me Mom--I'm Learning!
Digital Game-Based Learning
Learning by Doing: A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-Learning and Other Educational Experiences
Epistemic frames for epistemic games
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
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In this study, the authors examined juvenile offender experiences in Project Tech, a research-based educational pilot program to teach socially responsible serious game development at a major Midwest university's Games Lab. Using open-ended interviews, learner feedback surveys, and learner journaling during the program, the researchers examined two questions pertaining to: a learner motivation, engagement, and meaning making; and b program feedback and critique to elicit program improvements as part of an iterative process. Responses were analyzed using inductive textual analysis and content analysis. Several learner themes emerged: game development as motivation, discovery learning i.e., learning game development skills through trial and error as engagement in game development, and meaning-making through designing games to teach a social issue. The authors link these findings to the research questions and implications, discuss discovery learning as it pertains to juvenile delinquency interventions, and identify new questions for the ongoing pilot program.