<img src=https://static.wixstatic.com/media/bb5212_fc269999f3f54f9b87165e6c2a7799b7~mv2.jpg>
----
Hannah and her brother Brandon are playing video games together. They love to play after the come home from high school.
[[keep playing]]
(if:$references is "on")[
---
"On average, video gamers spend six hours, 20 minutes each week playing games" (The state of online gaming, n.d.).
---
The state of online gaming – 2020. (n.d.). Retrieved February 10, 2021, from https://www.limelight.com/resources/white-paper/state-of-online-gaming-2020/
]
<audio src="https://static.wixstatic.com/mp3/bb5212_3ba53e79cf7348208e46a715522a5e3a.mp3" autoplay><img src=https://static.wixstatic.com/media/bb5212_8f3cff609f32464c863c8c8a2b73bc22~mv2.jpg>
----
They play and play and play. It seems to never get old.
[[keep playing|still keep playing]]
[[complain about the game|all this dooes is fight, I want to do something else]]
(if:$references is "on")[
---
"More than 4 in 5 internet users aged 16 to 64 around the world play video games every month, which would equate to a total global gaming community of more than 3.5 billion people if we applied that figure to the total internet user population" (Kemp, 2020).
---
Kemp, S. (2020). Digital 2020: Global Digital overview - DATAREPORTAL – global Digital insights. Retrieved February 10, 2021, from https://datareportal.com/reports/digital-2020-global-digital-overview
]
<audio src="https://static.wixstatic.com/mp3/bb5212_3ba53e79cf7348208e46a715522a5e3a.mp3" autoplay><img src=https://static.wixstatic.com/media/bb5212_3b1c0a1193aa43cf994bed28b510bb1d~mv2.jpg>
----
Two hours later, they are still playing.
[[keep playing]]
[[complain about the game|all this dooes is fight, I want to do something else]]
(if:$references is "on")[
---
"Binge-gaming is on the rise, with most gamers reporting having played for more than four hours consecutively" (The state of online gaming, n.d.).
---
The state of online gaming – 2020. (n.d.). Retrieved February 10, 2021, from https://www.limelight.com/resources/white-paper/state-of-online-gaming-2020/
]
<audio src="https://static.wixstatic.com/mp3/bb5212_3ba53e79cf7348208e46a715522a5e3a.mp3" autoplay><img src=https://static.wixstatic.com/media/bb5212_cd83150597a84c09ad23e07aba7afb8d~mv2.jpg>
----
Hannah is finally bored:
"all this game does is fight. I want to do more! I want my character to climb that mountain!"
Brandon replies:
[[Why that mountain?|why that mountain?]]
[[How are you going to do that?|how are you going to do that?]]
(if:$references is "on")[
---
If an experience, such as a game, has narrow 'walls', lacking the capacity for a variety of options, then players may lose interest (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]<img src=https://static.wixstatic.com/media/bb5212_12e0f96180ac444f8c3c65eb197f490b~mv2.jpg>
----
Brandon asks "why that mountain?"
Hannah answers, "because it's there."
Brandon replies:
[[How are you going to do that?|how are you going to do that?]]
[[Haha, good luck|haha good luck]]
(if:$references is "on")[
---
Similar to George Mallory's (1923) response to climbing Mount Everest, "becase it's there" (Projects, 2021), people are drawn to the familiar and offering an 'object', such as the mountain, to develop a game around lowers the barrier of entry (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
Projects, C. (2021). English Mountaineer (1886-1924). Retrieved February 10, 2021, from https://en.wikiquote.org/wiki/George_Mallory
]<img src=https://static.wixstatic.com/media/bb5212_5971ede3a7054491b50ee18e92dd6d8c~mv2.jpg>
----
Brandon asks snarkily, "So how are you going to get your character to climb that mountain?"
"Well, I know I can do it on the computer!"
Brandon replies:
[[Why that mountain?|why that mountain?]]
[[Haha, good luck|haha good luck]]
(if:$references is "on")[
---
There are a lot of free to use and open-source game engines in which complete novices can being to code utilizing a 'drag-and-drop' approach to coding (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]<img src=https://static.wixstatic.com/media/bb5212_dcb7495650664e8488a2e845eb495631~mv2.jpg>
----
"Haha ... good luck sis."
[[start making the game|video game world one]]
(if:$references is "on")[
---
Hannah is a self starter and is going to take herself through the 'design-build-test' cycle, which is one pedagogical approach to making a game that "includes a combination of the steps of planning, programming, testing (playing), revising, finalizing, and sharing their games where revising repeats some or all of the previous steps" (Denner, Campe & Werner, 2019).
---
Denner, J., Campe, S., & Werner, L. (2019). Does computer game design and programming benefit children? A meta-synthesis of research. ACM Transactions on Computing Education, 19(3), 1-35. doi:10.1145/3277565
]<img src=https://static.wixstatic.com/media/bb5212_5971ede3a7054491b50ee18e92dd6d8c~mv2.jpg>
----
Hannah is beginning to code and has a lot to learn!
She tries to:
[[Move her character forward|slam door]]
[[Make her character wave|jump]]
[[Search the internet for help|search google]]
(if:$references is "on")[
---
A 'low floor', or shallow learning curve, for a game engine is fundamental for inexperienced game makers (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]
<audio src="https://static.wixstatic.com/mp3/bb5212_6d9208291e33457884ca2d5a7405f7a1.mp3" autoplay>
<img src=https://static.wixstatic.com/media/bb5212_e8d3ba293a564d2abaef28606f0cb54a~mv2.jpg>
----
Oh no!
That's not right, quick,
[[Undo! ctrl-z|video game world one]]
(if:$references is "on")[
---
"Programming a video game traditionally required extensive typing in which the smallest syntax error could offset game play altogether" (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]
<audio src="https://static.wixstatic.com/mp3/bb5212_bc934edcc28244a0b25e4d9fdb05ec96.mp3" autoplay><img src=https://static.wixstatic.com/media/bb5212_f49bc261f52b44838e362436a93114eb~mv2.jpg>
----
Oh no!
That's not right, quick,
[[Undo! ctrl-z|video game world one]]
(if:$references is "on")[
---
"Programming a video game traditionally required extensive typing in which the smallest syntax error could offset game play altogether" (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]
<audio src="https://static.wixstatic.com/mp3/bb5212_bc934edcc28244a0b25e4d9fdb05ec96.mp3" autoplay><img src=https://static.wixstatic.com/media/bb5212_fe1e694a95314ff8bcc0661a5e6c408d~mv2.jpg>
----
Hannah searches the internet far and wide for answers.
[[Keep exploring the internet|Copy Code]]
(if:$references is "on")[
---
There are many online communities to support game development. Some game engines have developed around this very notion of collaboration, remixing, and sharing (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]
<img src=https://static.wixstatic.com/media/bb5212_0d0f2e910f7e40d4ad0f2d7380849df1~mv2.jpg>
----
She finds some code that may work:
var moveSpeed : float = .5;
function Update () {{
if (Input.GetMouseButton(0)) {{
transform.Translate(Vector3.right * -Input.GetAxis("Mouse X") * moveSpeed);
transform.Translate(transform.up * -Input.GetAxis("Mouse Y") * moveSpeed, Space.World);
}}
[[Copy Code|hit wall]]
(if:$references is "on")[
---
It is very common for people to simply copy and paste code without understanding how it work. However, often times one needs to tweak the code to work properly in their context and fixing a broken game (or broken code) is a valuable learning activity (Denner, Campe & Werner, 2019).
---
Denner, J., Campe, S., & Werner, L. (2019). Does computer game design and programming benefit children? A meta-synthesis of research. ACM Transactions on Computing Education, 19(3), 1-35. doi:10.1145/3277565
]
<img src=https://static.wixstatic.com/media/bb5212_0aa86c7a74744b57b98791d66bf180ec~mv2.jpg>
----
Woah! The character is actually at the mountain!
What should Hannah have them try to do?
[[Climb|try to climb]]
[[give up]]
(if:$references is "on")[
---
When it works when testing, in a 'design-build-test' cycle, the programmer is excited with their success!
]
<audio src="https://static.wixstatic.com/mp3/bb5212_6d9208291e33457884ca2d5a7405f7a1.mp3" autoplay>
<img src=https://static.wixstatic.com/media/bb5212_66585c51697844b59b334a8d5765246a~mv2.jpg>
----
Well ... that's not working out is it?
This is frustrating.
[[Restart Code|hit wall]]
(if:$references is "on")[
---
The robot, Hannah's game character, cannot climb such a steep mountain. This is a metaphor of Hannah using a game engine with a 'high floor', or a large barrier for entry that Hannah is struggling to overcome.
]
<audio src="https://static.wixstatic.com/mp3/bb5212_bc934edcc28244a0b25e4d9fdb05ec96.mp3" autoplay><img src=https://static.wixstatic.com/media/bb5212_dc386a88fc5d48c8b393f5036bea6494~mv2.jpg>
----
Hannah has had enough. This game engine is way too complicated for her but she knows that she can do it!
[[Search the internet more|maybe I should try using an easier game platform]]
(if:$references is "on")[
---
Coding can be really frustrating, especially when a game engine does not make the laborious process of programming easy or painless (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]
<img src=https://static.wixstatic.com/media/bb5212_fe1e694a95314ff8bcc0661a5e6c408d~mv2.jpg>
----
Hannah learns there are ways to make her character climb the mountain without complicated coding. It is all visual.
[[start climbing the mountain|less steep hill]]
(if:$references is "on")[
---
When the 'floor', or barrier to entry, is too high it is inevitable that people will quit.
]
<img src=https://static.wixstatic.com/media/bb5212_40b59ae0f93f4fc1a69d4134b984c1c2~mv2.jpg>
----
Hannah is able to make the mountain less steep and now her character has no problems getting up this mountain.
[[keep going|hit bump]]
(if:$references is "on")[
---
Hannah tries a different game engine with a 'low floor', where programming a game is easy "intuitive enough to allow new users to acclimate to it gradually and with a degree of confidence" (Burke & Kafai, 2014). Again, the steepness of the mountain the robot experiences is a metaphor of Hannah's programing aptitude.
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]
<audio src="https://static.wixstatic.com/mp3/bb5212_6d9208291e33457884ca2d5a7405f7a1.mp3" autoplay>
<img src=https://static.wixstatic.com/media/bb5212_04fdd7070bb448d0b9fd635ac47551ac~mv2.jpg>
----
Eventually, her character hit's a block that it cannot get up.
What does Hannah do?
[[search the internet|ask google]]
[[give up. she's made it pretty far after all|give up - game over]]
(if:$references is "on")[
---
Hitting roadblocks in coding is inevitable.
]<img src=https://static.wixstatic.com/media/bb5212_f03d69442c254948bb13c501d1b04110~mv2.jpg>
----
She searches the internet far and wide.
Some things are promising but most are not.
What does Hannah do?
[[Investigate deeper|find community]]
[[Quit here, Hannah isn't having fun searching anymore|give up - game over]]
(if:$references is "on")[
---
Online game making communities hold promise but “there needs to be efforts on bridging game-making tools and game-making communities” (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]<img src=https://static.wixstatic.com/media/bb5212_dc386a88fc5d48c8b393f5036bea6494~mv2.jpg>
----
Hannah decides to give up without reaching the mountain. It was just too difficult for her. Maybe she didn't have enough support from her environment to continue.
But this exercise in programming a game is not wasted time. Hannah has gained valuebale coding, graphics, computer, and systematic problem solving skills that can transferred to many different mediums.
[[Return to the bottom of the mountain |less steep hill]]
(if:$references is "on")[
---
Continuing forward in the face of difficulties is extremely difficult. When making anything, like Hannah is making the robot climb the mountain, there is always the option to quit at every step.
Making a digital game involves the development of many skills that are transferable outside of computer science such as:
* Computational thinking
* Creativity
* Design concepts
(Burke & Kafai, 2014; Denner, Campe & Werner, 2019).
Results are mixed if more exposure to computer science can result in more positive attitudes and confidence with computer science (Denner, Campe & Werner, 2019). Hannah, since she gave up on climbing the mountain, may perceive this endeavor into computer science as negative and unfortunately may have less confidence in the future.
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
Denner, J., Campe, S., & Werner, L. (2019). Does computer game design and programming benefit children? A meta-synthesis of research. ACM Transactions on Computing Education, 19(3), 1-35. doi:10.1145/3277565
]<img src=https://static.wixstatic.com/media/bb5212_94ed20c49d4d4a19a02e654958bd8a14~mv2.jpg>
----
There is an entire online community teaching one another how to design! So many people want to help Hannah. They give her some direction.
What does Hannah do?
[[Try out what people said|keep go go go going]]
[[Turn off the computer|give up - game over]]
(if:$references is "on")[
---
“By allowing fellow game makers to connect online, the designers of game-making platforms essentially give children access to the most influential resource: their own peers” (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]<img src=https://static.wixstatic.com/media/bb5212_4e6fd984d5be465daec399632e9b3508~mv2.jpg>
----
Hannah is so comfortable with this program that she can do so many things with her character. She finds that there are many ways to get up the mountain.
So which way should the robot go?
[[Left|continue]]
[[Right|continue]]
[[Straight|continue]]
[[Actually, we've gone high enough|give up - game over]]
(if:$references is "on")[
---
The extended metaphor of the robot representing Hannah's coding journey has reached an intersection. Hannah has choice and flexibility in the variety of what is possible - she is experiencing the 'wide walls' of the game engine (Burke & Kafai, 2014).
Wide walls "allows its users to create a wide range a constructs, letting users tap into elements of personal experience as well as popular culture to design and develop something entirely unique and representative of their own interests and backgrounds" (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]<img src=https://static.wixstatic.com/media/bb5212_a0418d48eefd4685b46dd0ee32906221~mv2.jpg>
----
Things are going so well. Hannah feels so proud.
What next?
[[Go to the peak! It's so close|keep going]]
[[Stop here|give up - game over]]
(if:$references is "on")[
---
Success in the testing step of the 'design-build-test' cycle is always rewarding.
]
<audio src="https://static.wixstatic.com/mp3/bb5212_6d9208291e33457884ca2d5a7405f7a1.mp3" autoplay>
<img src=https://static.wixstatic.com/media/bb5212_9aba24be971b474cb762bbd10619a021~mv2.jpg>
----
WOW, Hannah did it, the robot climbed the mountain!
And check out the view from the top of this mountain - there are so many more mountains to climb.
[[Hannah's goes to tell her brother|go brag to brother]]
(if:$references is "on")[
---
The other mountains to climb offers a metaphor for Hannah's exploration into coding. The other mountains can signify more growth in the game engine, both as a high ceiling or wide walls.
High ceilings "allows more experienced users to create [video games] that can grow increasingly complex and nuanced as one’s own proficiency increases" (Burke & Kafai, 2014).
Wide walls not only apply to specific coding options but also on a larger scale, the diversity of game types that can be made (Burke & Kafai, 2014).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
]
<audio src="https://static.wixstatic.com/mp3/bb5212_08706a7fce5243919b332c02237d0ae2.mp3" autoplay>
<img src=https://static.wixstatic.com/media/bb5212_cd83150597a84c09ad23e07aba7afb8d~mv2.jpg>
----
"I did it! I made my character climb that mountain!" Hannah brags.
"Nice job! ... so, well what now Hannah?"
[[I'm going to pursue a career in computer science|end]]
[[I'm going to pursue a career in graphic design|end]]
[[I'm going to transfer this systematic thinking to another domain|end]]
[[I'm going to be a role model for females in programing|end]]
[[I'm going to contribute to the game engine community|end]]
(if:$references is "on")[
---
Research literature identifies the following learning goals for making digital games:
* Computational thinking
* Creativity
* Engagement in programming
* Learning programming skills
* Developing diversity in the computer science field
* Learning content in other academic domains
* Understanding design concepts
(Burke & Kafai, 2014; Denner, Campe & Werner, 2019).
However, the evidence to support the effectiveness of game design for these learning goals is modest at best and needs further exploration (Denner, Campe & Werner, 2019).
---
Burke, Q. & Kafai, Y. (2014). Decade of game making for learning: From tools to communities. M. Angelides & H. Agius (Eds.) Handbook of Digital Games (pp. 689-709). New York: John Wiley & Sons, Inc.
Denner, J., Campe, S., & Werner, L. (2019). Does computer game design and programming benefit children? A meta-synthesis of research. ACM Transactions on Computing Education, 19(3), 1-35. doi:10.1145/3277565
]<img src=https://static.wixstatic.com/media/bb5212_5f53fef13f354204bf68968a56ff67da~mv2.jpg>
----
The end.
(set: $references to "on")
[[Play again with references to educational literature? |Kids Playing Games]]
---
Created by Adrian Granchelli
Made for Digital Games & Learning (ETEC 565D) in the Master of Educational Technology program at the University of British Columbia
Creative Commons - Share Alike - https://creativecommons.org/licenses/by-sa/4.0/
Music:
1. Virtual Relaxation - X3nus - https://freesound.org/people/X3nus/sounds/511946/
2. Lasers - chungus43A - CC0 - https://freesound.org/people/chungus43A/sounds/556604/
3. Crowd Cheer - FoolBoyMedia - CC0 - https://freesound.org/people/FoolBoyMedia/sounds/397434/
4. Explosion - Iwiploppenisse - CCBY - https://freesound.org/people/Iwiploppenisse/sounds/156031/
You too can create a story like this using Twine - https://twinery.org/<img src=https://static.wixstatic.com/media/bb5212_6d3b9aab15914bf1afbbe4bdee5a800e~mv2.jpg>
----
Wow! No little bump is stopping Hannah or her character.
[[Keep going|copy and paste the code frmo thecommunity]]
(if:$references is "on")[
---
Again, a satisfying victory in the testing step of the 'design-build-test' cycle.
]
<audio src="https://static.wixstatic.com/mp3/bb5212_6d9208291e33457884ca2d5a7405f7a1.mp3" autoplay>
<img src=https://static.wixstatic.com/media/bb5212_3b1c0a1193aa43cf994bed28b510bb1d~mv2.jpg>
----
Welcome to the story of Hannah learning how to make a robot climb a mountain.
[[Start here|Kids Playing Games]]
(set: $references to "off")