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Journal Issue
Volume 14 Issue 2, ECGBL 2015 / May 2016  pp81‑149

Editor: Robin Munkvold

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Editorial for EJEL Volume 14 issue 2 following ECGBL 2015  pp81‑82

Editor Robin Munkvold

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Copycat or Creative Innovator? Reproduction as a Pedagogical Strategy in Schools  pp83‑93

Stine Ejsing-Duun, Helle Marie Skovbjerg

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Climbing Up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class  pp94‑110

Panagiotis Fotaris, Theodoros Mastoras, Richard Leinfellner, Yasmine Rosunally

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Exploring Media Literacy and Computational Thinking: A Game Maker Curriculum Study  pp111‑121

Jennifer Jenson, Milena Droumeva

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Abstract

Abstract: While advances in game‑based learning are already transforming educative practices globally, with tech giants like Microsoft, Apple and Google taking notice and investing in educational game initiatives, there is a concurrent and critically impo rtant development that focuses on â game construction⠒ pedagogy as a vehicle for enhancing computational literacy in middle and high school students. Essentially, game construction‑based curriculum takes the central question ⠜do children learn from p laying games⠀ to the next stage by asking ⠜(what) can children learn from constructing games?⠀ Founded on Seymour Papert⠒s constructionist learning model, and developed over nearly two decades, there is compelling evidence that game construction can increase student confidence and build their capacity towards ongoing computing science involvement and other STEM subjects. Our study adds to the growing body of literature on school‑based game construction through comprehensive empirical methodology and evidence‑based guidelines for curriculum design. There is still debate as to the utility of different software tools for game construction, models of scaffolding knowledge, and evaluation of learning outcomes and knowledge transfer. In this paper, we present a study we conducted in a classroom environment with three groups of grade 6 students (60+ students) using Game Maker to construct their own games. Based on a quantitative analysis and a qualitative discussion we organize results around several core themes that speak to the field of inquiry: levels of computational literacy based on pre‑ and post‑tests; gender‑based attitutdes to computing science and programming based on a pre‑ and post‑survey; and the relationship between existing media liter acy and performance in programming as part of the game construction curriculum. Significant results include some gender differences in attitudes towards computers and programming with boys demonstrating slightly higher confidence and performance. We discu ss the complex reasons potentially contributing 

 

Keywords: Keywords: game making, STEM, coding, Game Maker, digital literacy

 

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Educational Games in Practice: The challenges involved in conducting a game‑based curriculum  pp122‑135

Björn Berg Marklund, Anna-Sofia Alklind Taylor

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E‑Learning Sudan, Formal Learning for Out‑of‑School Children  pp136‑149

Hester Stubbé, Aiman Badri, Rebecca Telford, Anja van der Hulst, Wouter van Joolingen

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