This document summarizes a presentation on a systematic literature review of research on game making for learning. The review analyzed over 500 publications on game making from 1980-2015. It found that most publications were journal articles and conference papers from 2010 onward. The research focused on secondary school students and explored how game making can support skills like collaboration, problem solving, and engagement. Classroom trials involved over 600 students building games in teams which supported motivation, collaboration and critical thinking.

2. J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5
the research
resources
a european experience
MAGICAL – Making Games in Collaboration for Learning
tools, guides, support
systematic literature review
of game making research

3. J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5
technology enhanced learning
game based learning
constructionisml e a r n i n g s t u f f u s i n g ( d i g i t a l ) g a m e s
learning by making stuff
using ICT for & in learning
21st century skills

4. J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5
systematic literature review of game making
scoping
searching
selecting
analysing
synthesising
reporting
Rickinson & May (2009)
UCL -EPPI Centre (2007)

5. J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5
what & when?
where?
how?w e b o f k n o w l e d g e , s c o p u s , s c i e n c e d i r e c t
r e s e a r c h g a t e , m e n d e l e y , a c a d e m i a . e d u
e d i t l i b , e r i c , a c m d i g i t a l l i b r a r y
g l s & c c c o n f e r e n c e s
g o o g l e s c h o l a r
TITLE=((gam*) AND (mak* OR design*
OR creat* OR author* OR produc* OR
construct*, build*) AND (learn* OR teach*
OR educ* OR school OR pupil* OR student*)
papers, chapters, dissertations &
research reports from 1980-2015

6. J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5
record fields
result processing
filtering for focusr e m o v a l o f d u p l i c a t e r e s u l t s
( t w o - t h i r d s o f t o t a l )
no tel, gbl, co-design, user testing
no h.e. computer science or game studies
no professional ICT training
title, author/s, year,
publication, abstract

7. 1 1 2 1 1
8
2
5
1
4
2 2 3 3 2
8
19
11
23
38
40
59
62
67
69
52
7
0
10
20
30
40
50
60
70
80
n o n - d i g i t a l g a m e m a k i n g
J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5
When?
literature review findings

8. journal paper
155
contribution to conference
proceedings
251
book / chapter
43
dissertation 25
other 20
publication type
What?
J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5
literature review findings

9. 11 - 14
19 - 22
23+
?
school age
15 -18
5 - 10
non
specific
target population age*
*mentioned in title or abstract
Who?
J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5
literature review findings

10. t e c h n o l o g y
c o l l a b o ra t i o n
s o c i a l
i s s u e s
c r e a t i v i t y
o t h e r l e a r n i n g
a t t r i b u t e s
c o m p u t a t i o n a l
t h i n k i n g
c u r r i c u l u m
c o d i n g
l i t e r a c i e s &
s k i l l s s e t s
i n c l u s i o n
p e d a g o g y
o t h e r
t e c h n o l o g y
Why?specific themes pursued*
*keywords extracted
from titles
l e a r n i n g a t t r i b u t e s
J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5

11. project results & outputs - http://tinyurl.com/magicaldoor
J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5

12. 2013-2014
primary schools & SEN centres
BE, FI, GR, IT, UK
37 classroom experiences
600 students and teachers
150 classroom hours
a full cycle of team-based game design and production, peer play-
testing, peer review, feedback appraisal, game versioning & publication
J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5

13. J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5

14. I learnt how games are made … a whole new experience.
(The good thing was) working together because I wouldn’t have
managed on my own.
Following my classmates’ suggestions for modifying my game made
me feel like a real game inventor.
I’ve added Game Designer to the jobs I’d like to do when I grow up.
J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5

15. motivation & engagement
collaboration
critical thinking & problem solving
learner self-regulation & autonomy
J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5
Teacher view
Researcher view

16. http://amc.pori.tut.fi/game-building-tools
MAGICAL Community Library
of Digital Game Making
Environments for Learning
J e f f r e y E a r p , I C E R I 2 0 1 5 S e v i l l e 1 6 - 1 8 N o v . 2 0 1 5

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