Providing engines or editors with games is becoming more popular.
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This mod was so popular that it is now included with the Half Life 2 game release. Another example is Counter Strike, a game mod built using the Half Life game engine. For example, Will Wright reported receiving over 74,000 character and object models built by people for the Sims. Lately, the modding community has increased tremendously, with more gamers eagerly building and sharing their customized game experiences. Since the release of Doom in the late 90s, game enthusiasts have been eager to customize their maps and modify their gaming experience by modifying the game through programming or scripting. Therefore, we have focused on understanding if and how game modding can lead to the same types of personal learning experiences described by Papert and others, and what types of skills can be acquired using different game engines. Time, cost, and expertise are significant barriers to experimenting with video game design in educational settings, but customizing existing games may reduce the difficulty and make it possible for learners to create credible prototypes. The case studies described in this article can be considered another example of using games to teach computer science skills. Combining constructionist pedagogy with game design seems to help some students dig deeper into computer science fundamentals. Additionally, 88% of the game students continued in the major compared to 47% for the control groups. Students enrolled in experimental computer science classes that used game design averaged higher grades than control classrooms. The belief is that students’ familiarity with games can be used to motivate computer science learning and attract and retain future generations of computer scientists. Numerous universities have adopted game design into their curricula in hopes of increasing undergraduate enrollment in computer science programs. Toolkits like these have been used to help novices turn design ideas into working prototypes as well as to learn computational fundamentals. These studies used Logo as the primary programming language, but a number of programming environments have been created to help novices learn by designing and implementing working computer programs.
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Hooper’s longitudinal study of software development in schools showed students expressing notions of cultural identity in their programs-ideas that were not likely to find expression if students had just played existing games. Kafai noted similar engagement as students developed their own games, and she also tracked their abilities to incrementally create, evaluate, and revise their designs over time.
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