The document discusses the Adventure Author project, where young learners create their own computer games to enhance their learning experience. The project emphasizes the development of skills outlined in Scotland's Curriculum for Excellence, such as creativity, independent learning, and collaboration, through an 8-week field study in a primary school. The findings suggest that game-making fosters successful learning, though implementing such methodologies in classrooms may present challenges.

1. Using Computer Game Design to Foster Successful Learners Dr Judy Robertson Heriot-Watt University Cathrin Howells Creative Contexts

2. 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

3. 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

4. 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.

5. NWN demo

6. 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

7. 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)

8. 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

9. 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 . . .

10. 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

11. 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

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

13. 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)

14. 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

15. Implications What 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

16. 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.

17. Any questions? Thank you! [email_address] [email_address] http://www.macs.hw.ac.uk/AdventureAuthor/