34,842
Views
172
CrossRef citations to date
0
Altmetric
Original Articles

Constructionist Gaming: Understanding the Benefits of Making Games for Learning

&

REFERENCES

  • Abelson, H. & DiSessa, A. (1980). Turtle geometry: The computer as a medium for exploring mathematics. Cambridge, MA: MIT Press.
  • Adams, J. C. & Webster, A. R. (2012). What do students learn about programming from game, music video, and storytelling projects? In Proceedings of the 43th ACM Technical symposium on computer science education (pp. 643–648). New York, NY: ACM.
  • Akcaoglu, M. (2014). Learning problem-solving through making games at the game design and learning summer program. Educational Technology Research and Development, 62, 583–600.
  • Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the game-design and learning (GDL) after-school program. Computers & Education, 75, 72–81.
  • Al-Bow, M., Austin, D., Edgington, J., Fajardo, R., Fishburn, J., Lara, C., & Meyer, S. (2009). Using game creation for teaching computer programming to high school students and teachers. ACM SIGCSE Bulletin, 41, 104–108.
  • Allsop, Y. (2015). A reflective study into children's cognition when making computer games. British Journal of Educational Technology. Advance online publication. http://dx.doi.org/10.1111/bjet.12251
  • Aragon, C., Poon, S., Monroy-Hernandez, A., & Aragon, D. (2009). A tale of two online communities: Fostering Collaboration and Creativity in Scientists and Children. In Proceedings of the Creativity and Cognition Conference (pp. 9–18). New York, NY: ACM Press.
  • Atwood, J. (2012, May 15). Please don't learn to code. Coding Horror. Retrieved from http://blog.codinghorror.com/please-dont-learn-to-code/.
  • Basawapatna, A., Koh, K. H., Repenning, A., Webb, D. C., & Marshall, K. S. (2011). Recognizing computational thinking patterns. In Proceedings of the 42nd ACM Technical Symposium on computer science education (pp. 245–250). New York, NY: ACM.
  • Baytak, A., & Land, S. M. (2010). A case study of educational game design by kids and for kids. Procedia—Social and Behavioral Sciences, 2, 5242–5246.
  • Brennan, K., & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. Retrieved from http://web.media.mit.edu/∼kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf
  • Buckingham, D., & Burn, A. (2007). Game literacy in theory and practice. Journal of Educational Multimedia and Hypermedia, 16, 323–349.
  • Burke, Q., & Kafai, Y.B. (2014). A decade of programming games for learning: From tools to communities. In H. Agius & M. C. Angelides (Eds.), The handbook of digital games (pp. 689–7009). New York, NY: Wiley & Sons.
  • Burke, Q. & Kafai, Y. B. (in press). DIY zones for Scratch designs in class and club. The International Journal of Learning and Media.
  • Carbonaro, M., Szafron, D., Cutumisu, M., & Schaeffer, J. (2010). Computer-game construction: A gender-neutral attractor to computing science. Computers & Education, 55, 1098–1111.
  • Ching, C. C. & Kafai, Y. B. (2008). Peer pedagogy: Student collaboration and reflection in learning through design. Teachers College Record, 110, 2601–2632.
  • Clark, K. & Sheridan, K. (2010). Game design through mentoring and collaboration. Journal of Educational Multimedia and Hypermedia, 19, 125–145.
  • Clark, R. E. (2007). Learning from serious games? Arguments, evidence, and research suggestions. Educational Technology, 47(3), 56–59.
  • Cassell, J. & Jenkins, H. (1998). (Eds.). From Barbie to Mortal Kombat. Cambridge, MA: MIT Press.
  • Cuban, L. (2014, August 16). Tissue paper reforms: Coding for kindergartners. On School Reform and Classroom Practice. Retrieved from https://larrycuban.wordpress.com/2014/08/16/tissue-paper-reforms-coding-for-kindergartners/.
  • Dasgupta, S. (2013). From surveys to collaborative art. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 28–35). New York, NY: ACM
  • DeLay, D., Hartl, A. C., Laursen, B., Denner, J., Werner, L., Campe, S., & Ortiz, E. (2013). Learning from friends: Measuring influence in a dyadic computer instructional setting. International Journal of Research and Method in Education, 37, 190–205.
  • Denner, J. & Werner, L. (2007). Computer programming in middle school: How pairs respond to challenges. Journal of Educational Computing Research, 37, 131–150.
  • Denner, J., Werner, L., Campe, S., & Ortiz, E. (2014). Pair programming: Under what conditions is it advantageous for middle school students? Journal of Research on Technology in Education, 46, 277–296.
  • Denner, J., Werner, L., & Ortiz, E. (2012). Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? Computers & Education, 58, 240–249.
  • DiSalvo, B. & Bruckman, A. (2014). From interest to values. Communications of the ACM, 54(8), 27–29.
  • DiSalvo, B., Guzdial, M., Bruckman, A., & McKlin, T. (2014). Saving face while geeking out: Video game testing as a justification for learning Computer Science. Journal of the Learning Sciences, 23, 272–315.
  • Earp, J. (2015). Game making for learning: A systematic review of the research literature. In Proceedings of 8th International Conference of Education, Research and Innovation (ICERI2015) (pp. 6426–6435). Seville, Spain: International Academy of Technology, Education and Development.
  • El Nasr, M. & Smith, S. (2006). Learning through game modding. Computers in Entertainment, 4, 1–20.
  • Esper, S., Foster, S. & Griswold, W. (2013). CodeSpells: Embodying the metaphor of wizardry for programming. In Proceedings of the 18th ACM conference on Innovation and technology in computer science education (pp. 249–254). New York, NY: ACM.
  • Fadjo, C. L., Hallman, G., Jr., Harris, R., & Black, J. B. (2009, June). Surrogate embodiment, mathematics instruction and video game programming. In G. Siemens & C. Fulford (Eds.), Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 2787–2792). Waynesville, NC: AACE.
  • Fields, D., Vasudevan, V., & Kafai, Y. B. (2015). The programmers' collective: Fostering participatory culture by making music videos in a Scratch high school coding workshop. Interactive Learning Environments, 23(5), 1–21. http://dx.doi.org/10.1080/10494820.2015.1065892.
  • Fristoe, T., Denner, J., Mateas, M., MacLaurin, M., & Wardrip-Fruin, N. (2011, June). Say it with systems: Expanding Kodu's expressive power through gender-inclusive mechanics. In Proceedings of the 6th International Conference on the foundations of digital games (pp. 227–234). New York, NY: ACM.
  • Games, I. A. (2010). Gamestar Mechanic: Learning a designer mindset through communicational competence with the language of games. Learning, Media, and Technology, 35, 31–52.
  • Games, I. A. & L. Kane. (2011). Exploring adolescent's STEM learning through scaffolded game design. In Proceedings of the 6th International Conference on Foundations of Digital Games (pp. 1–8). New York, NY: ACM.
  • Garrelts, N. (2014). (Ed.). Understanding Minecraft: Essays on play, community, and possibilities. Jefferson, NC: McFarland.
  • Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.
  • Gee, J. P. (2008). “Learning and games.” In K. Salen (Ed.), The ecology of games: Connecting youth, games, and learning (pp. 21–40). Cambridge, MA: MIT Press.
  • Gee, J. P. (2010). New digital media and learning as an emerging area and ‘worked examples' as one way forward. Cambridge, MA: MIT Press.
  • Girard, C., Ecalle, J., & Magant, A. (2012). Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 1–13.
  • Grimes, S., & Fields, D. (2015). Children's media making but not sharing. The potential and limitations of child-specific DIY media websites for a more inclusive media landscape. Media International Australia, 154, 112–122.
  • Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42, 38–43.
  • Hayes, E. R., & Games, I. A. (2008). Making computer games and design thinking: A review of current software and strategies. Games and Culture, 3, 309–322.
  • Hayes-Gee, E. R., & Tran, K. (2015). Video game making and modding. In B. Guzzetti & M. Lesley (Eds.), Handbook of research on the societal impact of digital media (pp. 238–267). Hershey, PA: IGI Global.
  • Holbert, N. R., & Wilensky, U. (2014). Constructible authentic representations: Designing video games that enable players to utilize knowledge developed in-game to reason about science. Technology, Knowledge and Learning, 19, 53–79.
  • Honey, M. & Kanter, D. (2013). (Eds.). Design, make, play: Growing the next generation of STEM innovators. New York, NY: Routledge.
  • Howland, K. & Good, J. (2015). Learning to communicate computationally with a Flip: A bi-modal programming language for game creation. Computers & Education, 80, 224–240.
  • Hwang, G. J., Hung, C. M., & Chen, N. S. (2014). Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach. Educational Technology Research and Development, 62, 129–145.
  • Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P., … Robinson, R. (2009). Living and learning with new media: Summary of findings from the digital youth project. Chicago, IL: John D. & Catherine T. MacArthur Foundation.
  • Javidi, G., & Sheybani, W. (2010). Making youth excited about STEM education. Journal of Computing Sciences in Colleges, 26, 140–147.
  • Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2006). Confronting the challenges of participatory culture: media education for the 21st century (White Paper). Chicago, IL: John D. & Catherine T. MacArthur Foundation.
  • Jenson, J., & deCastell, S. (2007). Girls playing games: Rethinking stereotypes. In Proceedings of future play (pp. 9–16). New York, NY: ACM.
  • Kafai, Y. B. (1995). Minds in play: Computer game design as a context for children's learning. Mahwah, NJ: Erlbaum.
  • Kafai, Y. B. (1998). Video game design by girls and boys: Variability and consistency of gender differences. In J. Cassell & H. Jenkins (Eds.), From Barbie to Mortal Kombat (pp. 90–114). Cambridge, MA: MIT Press.
  • Kafai, Y. B. (2006). Playing and making games for learning: Instructionist and constructionist perspectives for game studies. Games & Culture, 1, 36–40.
  • Kafai, Y. B., & Burke, Q. (2014). Connected code: Why children need to learn programming. Cambridge, MA: MIT Press.
  • Kafai, Y. B., & Burke, Q. (in press). Connected gaming: What making video games can tell us about learning and literacy. Cambridge, MA: MIT Press.
  • Kafai, Y. B., Burke, W. Q., & Mote, C. (2012). What makes competitions fun to participate? Developing a middle school classroom workshop for video game design. In Proceedings of the 2012 Conference on interaction design and children (pp. 284–87). New York, NY: ACM.
  • Kafai, Y. B., & Fields, D. A. (2013). Connected play: Tweens in a virtual world. Cambridge, MA: MIT Press.
  • Kafai, Y. B., Fields, D. A., Roque, R., Burke, W. Q., & Monroy-Hernandez, A. (2012). Collaborative agency in youth online and offline creative production in Scratch. Research and Practice in Technology Enhanced Learning, 7, 63–87.
  • Kafai, Y. B., Franke, M., Ching, C., & Shih, J. (1998). Game design as an interactive learning environment fostering students' and teachers' mathematical inquiry. International Journal of Computers for Mathematical Learning, 3, 149–184.
  • Kafai, Y. B., & Peppler, K. A. (2011). Youth, technology, and DIY: Developing participatory competencies in creative media production. Review of Research in Education, 35(1), 89–119.
  • Kafai, Y. B., & Peppler, K. A. (2012). Developing gaming fluencies with Scratch: Realizing game design as an artistic process. In C. Steinkuehler, K. Squire, & S. Barab (Eds.), Games, learning, and society: Learning and meaning in the digital age (pp. 355–380). New York, NY: Cambridge University Press.
  • Kafai, Y. B., Peppler, K. A., & Chapman, R. (Eds.). (2009). The Computer Clubhouse: Constructionism and creativity in youth communities. New York, NY: Teachers College Press.
  • Kafai, Y. B., Richard, G., & Tynes, B. (in press). (Eds.). Diversifying Barbie and Mortal Kombat: New perspectives on gender, race and sexuality in gaming. Pittsburgh, PA: ETC Press.
  • Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26–39.
  • Khalili, N., Sheridan, K., Williams, A., Clark, K., & Stegman, M. (2011). Students designing video games about immunology: Insights for science learning. Computers in the School, 28, 228–240.
  • Klopfer, E. & Haas, J. (2012). The more we know: NBC News, educational innovation, and learning from failure. Cambridge, MA: MIT Press.
  • Klopfer, E., Osterweil, S., & Salen, K. (2009). Education arcade. Cambridge, MA: MIT
  • Knobel, M. & Lankshear, C. (Eds.). (2010). DIY media: Creating, sharing, and learning with new technologies. New York, NY: Peter Lang.
  • Koh, A., Repenning, A., Nickerson, H., Endo, Y., & Motter, P. (2013). Will it stick?: Exploring the sustainability of computational thinking education through game design. In Proceedings of the 44th ACM Technical Symposium on Computer Science Education (SIGCSE) (pp. 597–602). New York, NY: ACM.
  • Lakanen, A. J., Isomöttönen, V., & Lappalainen, L. (2014). 5 years of game programming outreach: Understanding student differences. In Proceedings of the 45th ACM technical symposium on Computer Science Education (SIGCSE) (pp. 647–652). New York, NY: ACM.
  • Lameman, B. A., & Lewis, J. E. (2011). Skins: Designing games with First Nations youth. Journal of Game Design and Development Education, 1, 54–63.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  • Luther, K., & Bruckman, A. (2008). Leadership and success factors in online creative collaboration. In Proceedings of Computer-Supported Cooperative Work (pp. 343–352). New York, NY: ACM.
  • Margolis, J., Estrella, R., Goode, J., Holme, J. J., & Nao, K. (2008). Stuck in the shallow end. Education, race, and computing. Cambridge, MA: MIT Press.
  • Margolis, J., & Fisher, A. (2002). Unlocking the clubhouse: Women in computing. Cambridge, MA: MIT Press.
  • Mayer, R. (2014). Computer games for learning. Cambridge, MA: MIT Press.
  • Moreno, R. & Mayer, R. E. (2005). Role of guidance, reflection and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97, 177–128.
  • Mouza, C., Pan, Y., Pollock, L., Atlas, J., & Harvey, T. (2014, October). Partner4CS: Bringing computational thinking to middle school through game design. Paper presented at Stanford University FabLearn Conference on Creativity and Fabrication, Palo Alto, CA. Retrieved from http://fablearn.stanford.edu/2014/wp-content/uploads/fl2014_submission_21.pdf
  • National Research Council. (2011). Learning science through simulations and games. Washington, DC: The National Academies Press.
  • Navarrete, C. (2013). Creative thinking in digital game design and development: A case study. Computers & Education, 69, 320–331.
  • Owston, R., Wideman, H., Ronda, N. S., & Brown, C. (2009). Computer game development as a literacy activity. Computers & Education, 53, 977–989.
  • Palumbo, D. B. (1990). Programming language/problem-solving research: A review of relevant issues. Review of Educational Research, 60, 65–89.
  • Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York, NY: Basic Books.
  • Papert, S. (1991). Situating constructionsim. In I. Harel & S. Papert (Eds.), Constructionism (pp. 1–12). Norwood, NJ: Ablex.
  • Papert, S. (1995). Does easy do it? Children, games and learning. Game Developer (June 1998). Retrieved June 12, 2015, from http://www.papert.org/articles/Doeseasydoit.html
  • Pelletier, C. (2008). Producing difference in studying and making computer games: How students construct games as gendered in order to construct themselves as gendered. In Y. B. Kafai, C. Heeter, J. Denner, & J. Sun (Eds.), Beyond Barbie and Mortal Kombat (pp. 145–161). Cambridge MA: MIT Press.
  • Pelletier, C., Burns, A., & Buckingham, D. (2010). Game design as textual poaching: Media literacy, creativity, and game making. E-Learning and Digital Media, 7, 90–107.
  • Peppler, K. (2013). Social media and creativity. In D. Lemish (Ed.), International handbook of children, adolescents, and media (pp. 193–200). New York, NY: Routledge.
  • Peppler, K., & Kafai, Y. B. (2007). What video game-making can teach us about learning and literacy: Alternative pathways into participatory culture. In A. Baba (Ed.), Situated play: Proceedings of the Third International Conference of the Digital Games Research Association (DiGRA) (pp. 369–376). Tokyo, Japan: The University of Tokyo.
  • Peppler, K. & Kafai, Y. B. (2010). Gaming fluencies: Pathways into a participatory culture in a community design studio. International Journal of Learning and Media, 1(4), 1–14.
  • Piaget, J. (1951). Play, dreams, and imitation in childhood. New York, NY: Norton.
  • Provenzo, E. J. (1991). Video kids: Making sense of Nintendo. Cambridge, MA: Harvard University Press.
  • Repenning, A. (2013). Making programming accessible and exciting. IEEE Computer, 46(6), 78–81.
  • Repenning, R., Webb, D. C., Koh, K. H., Nickerson, N., Miller, B., Brand, S. B., … Repenning, N. (2015). Scalable game design: A strategy to bring systemic computer science education to schools through game design and simulation creation. Transactions on Computing Education, 15(2). doi:10.1145/2700517
  • Reynolds, R., & Chiu, M. (2015). Reducing digital divide effects through student engagement in coordinated game design, online resource uses, and social computing activities in school. Journal of the Association for Information Science and Technology. http://dx.doi.org/10.1002/asi.23504
  • Reynolds, R., & Harel Caperton, I. (2011). Contrasts in student engagement, meaning-making, dislikes, and challenges in a discovery-based program of game design learning. Educational Technology Research and Development, 59, 267–289.
  • Robertson, J. (2012). Making games in the classroom: Benefits and gender concerns. Computers & Education, 59, 385–398.
  • Robertson, J. (2013). The influence of a game making project on male and female learners' attitudes to computing. Computer Science Education, 23, 58–83.
  • Robertson, J., & Howells, C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50, 559–578.
  • Robertson, J., & Nicholson, K. (2007). Adventure Author: A learning environment to support creative design. In Proceedings of the 6th International Conference on Interaction Design and Children (pp. 37–44). New York, NY: ACM.
  • Ryoo, J., Margolis, J., Lee, C. H., Sandoval, C. D. M., & Goode, J. (2013). Democratizing computer science knowledge: Transforming the face of computer science through public school education. Learning, Media, and Technology, 38, 161–181.
  • Salen, K. (2007). Gaming literacies: A game design study in action. Journal of Educational Multimedia and Hypermedia, 16, 301–322.
  • Salen, K. (2013, March). Agile development meets evidence-centered design: Glasslab and the design of game-based assessments. Paper presented at the Digital Media & Learning Conference, Chicago, IL.
  • Schanzer, E., Fisler, K., & Krishnamurthi, S. (2013, October). Bootstrap: Going beyond programing in after-school computer science. Presented at SPLASH-E, Education track of the OOPSLA/SPLASH conference, Indianapolis, IN.
  • Schanzer, E., Fisler, K., Krishnamurthi, S., & Felleisen, M. (2015). Transferring skills at solving word problems from computing to algebra through Bootstrap. In Proceedings of the 46th ACM Technical symposium on computer science education (pp. 616–621). New York, NY: ACM.
  • Seaborn, K., El-Nasr, M. S., Milam, D., & Young, D. (2012). Programming, PWNed: Using digital game development to enhance learners' competency and self-efficacy in a high school computing course. In Proceedings of the 43rd ACM technical symposium on computer science education (pp. 93–98). New York, NY: ACM.
  • Shaffer, D. (2007). How computer games help children learn. New York, NY: Palgrave MacMillan.
  • Sheridan, K., Clark, K., & Williams, A. (2013). Designing games, designing roles: A study of youth agency in an urban informal education program. Urban Education, 48, 734–758.
  • Sprung, G., Zimmermann, L., Nischelschwitzer, A., Strohmaier, R., & Schadenbauer, S. (2011, July). Creating games approach: Models and implications for the usage of game design as a teaching method. Paper presented at the International Conference on Information Communication Technologies in Education, Rhodos, Greece.
  • Squire, K. (2007). Games, learning, and society: Building a field. Educational Technology, 47(5), 51–55.
  • Squire, K. (2010). From information to experience: Place-based augmented reality games as a model for learning in a globally networked society. Teachers College Record, 112, 2565–2602.
  • Squire, K. (2011). Video games and learning: Teaching and participatory culture in the digital age. New York, NY: Teachers College Press.
  • Steinkuehler, C., & Duncan, S (2008). Scientific habits of mind in virtual worlds. Journal of Science Education Technology, 17, 530–543.
  • Sun, J. C., & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43, 191–204.
  • Taylor, R. P. (1980). The computer in schools: Tutors, tools, tutees. New York, NY: Teachers College Press.
  • Turkle, S., & Papert, S. (1991). Epistemological pluralism: Styles and voices within the computer culture. Signs, 16, 128–157.
  • Vattel, L., & Risconscente, M. (2012). MathMaker: Teaching math through game design and development. In C. Martin, A. Ochsner, & K. Squire (Eds.), Proceedings of GLS 8.0 (pp. 313–321). Pittsburgh, PA: ETC Press.
  • Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2013). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34, 229–243.
  • Vos, N., van der Meijden, H., & Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. Computers & Education, 56, 127–137.
  • Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of the equity in access, use and outcomes. Review of Research in Education, 34, 179–225.
  • Webb, D., Repenning, A., & Koh, A. (2012). Toward an emergent theory of broadening participation in computer science education. In Proceedings of the 43rd ACM technical symposium on computer science education (pp. 173–178). New York, NY: ACM.
  • Werner, L., Campe, S., & Denner, J. (2005). Middle school girls + games programming= information technology fluency. In Proceedings of the 6th Conference on Information Technology Education (pp. 301–305). New York, NY: ACM.
  • Werner, L., Campe, S., & Denner, J. (2012). Children learning computer science concepts via Alice game-programming. In Proceedings of the 43rd ACM technical symposium on computer science education (pp. 427–432). New York, NY: ACM.
  • Werner, L., & Denner, J. (2009). Pair programming in middle school: What does it look like?. Journal of Research on Technology in Education, 2, 29–50.
  • Werner, L., Denner, J., Bliesner, M., & Rex, P. (2009, April). Can middle-schoolers use Storytelling Alice to make games? Results of a pilot study. In Proceedings of the 4th International Conference on foundations of digital games (pp. 207–214). New York, NY: ACM.
  • Werner, L., Denner, J., & Campe, S. (2014). Using computer game programming to teach computational thinking skills. In K. Schrier (Ed.), Learning, education and games: Volume 1, curricular and design considerations (pp. 37–53). Pittsburgh, PA: ETC Press.
  • Werner, L., Denner, J., Campe, S., & Kawamato, D. C. (2012, February). The fairy performance assessment: Measuring computational thinking in middle school. In Proceedings of the 43rd ACM technical symposium on computer science education (pp. 215–220). New York, NY: ACM.
  • Wilensky, U. (1995). Paradox, programming, and leading probability: A case study in a connected mathematics framework. The Journal of Mathematical Behavior, 14, 253–280.
  • Williams, L., & Kessler, R. (2002). Pair programming illuminated. Boston, MA: Addison-Wesley.
  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.
  • Wouters, P., van Nimwegen, C., von Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105, 249–265.
  • Yang, Y. C., & Chang, C. L. (2013). Empowering students through digital game authorship: Enhancing concentration, critical thinking, and academic achievement. Computers & Education, 68, 334–344.
  • Young, M. F., Slota, S., Cutter, A. R., Jalette, G., Mullin, G., Lai, B., … Yukhymenko, M. (2012). Our princess is another castle: A review of trends in serious gaming for education. Review of Educational Research, 82, 61–89.