Kafai Yasmin B, Burke Quinn
Graduate School of Education, University of Pennsylvania.
School of Education, Health, and Human Performance, College of Charleston.
Educ Psychol. 2015 Oct 2;50(4):313-334. doi: 10.1080/00461520.2015.1124022. Epub 2016 Feb 6.
There has been considerable interest in examining the educational potential of playing video games. One crucial element, however, has traditionally been left out of these discussions-namely, children's learning through making their own games. In this article, we review and synthesize 55 studies from the last decade on making games and learning. We found that the majority of studies focused on teaching coding and academic content through game making, and that few studies explicitly examined the roles of collaboration and identity in the game making process. We argue that future discussions of serious gaming ought to be more inclusive of constructionist approaches to realize the full potential of serious gaming. Making games, we contend, not only more genuinely introduces children to a range of technical skills but also better connects them to each other, addressing the persistent issues of access and diversity present in traditional digital gaming cultures.
人们对探讨玩电子游戏的教育潜力有着浓厚兴趣。然而，在这些讨论中，一个关键要素传统上一直被忽视——即儿童通过制作自己的游戏来学习。在本文中，我们回顾并综合了过去十年中关于游戏制作与学习的55项研究。我们发现，大多数研究聚焦于通过游戏制作来教授编码和学术内容，且很少有研究明确考察协作和身份认同在游戏制作过程中的作用。我们认为，未来关于严肃游戏的讨论应该更全面地纳入建构主义方法，以充分发挥严肃游戏的潜力。我们认为，制作游戏不仅能更切实地让儿童掌握一系列技术技能，还能更好地使他们相互联系，解决传统数字游戏文化中存在的持续的获取机会和多样性问题。
