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Achieving digital literacy through game development: an authentic learning experience

机译：通过游戏开发实现数字素养：真实的学习体验

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Purpose - This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts, increase student engagement and recruit majors and minors in technology fields. This study describes a project where first-year college students in an introductory technology concepts course use a visual game creation tool to develop original games to play on their computers and mobile devices. Design/methodology/approach - The author created a game development exercise which was implemented in three different sections of an introductory technology course. Students who participated were surveyed about their experiences. In addition, the author considers information technology (IT) skills and aspects of authentic learning which are achieved through this assignment. Findings - Initial findings suggest that students found the gaming assignment offers an opportunity for students with no prior programming skills to create software within a controlled and supportive environment. It allows them to demonstrate their understanding of coding principles, including identifying objects and interactions, and that creating software requires a developer to specify exact instructions for the computer to follow. Research limitations/implications - This study is limited to results from one semester and a small number of students participating. In addition, student frustration with the complicated process of publishing games online may have influenced student attitudes toward the assignment. Practical implications - Challenges of implementing this study on a larger scale are discussed. Social implications - Creating games encourages collaborative learning through trial and error, and students who share their games with friends to play on their devices achieve a sense of pride. Originality/value - While most studies of game development emphasize the programming skills that are developed through creating computer games, this paper looks at a larger scope of digital literacy and IT skills achieved, as well as opportunities to perform tasks often completed by IT professionals.
机译：目的-本文旨在论证原创游戏的开发过程会发展数字素养技能，并在学生创建，发布和部署互动游戏时提供真实的学习体验。在K-12和高等教育中，教学生制作计算机游戏已经很普遍，以引入编程概念，提高学生的参与度并招募技术领域的专业和未成年人。这项研究描述了一个项目，在该项目中，入门技术概念课程的一年级大学生使用视觉游戏创建工具来开发可在其计算机和移动设备上玩的原创游戏。设计/方法/方法-作者创建了一个游戏开发练习，并在技术入门课程的三个不同部分进行了实施。对参加活动的学生进行了体验调查。此外，作者还考虑了通过此任务获得的信息技术（IT）技能和真实学习的各个方面。调查结果-初步调查结果表明，学生发现游戏作业为没有编程技能的学生提供了在受控和支持性环境中创建软件的机会。它使他们可以证明他们对编码原理的理解，包括识别对象和交互，并且创建软件需要开发人员为计算机指定确切的说明。研究局限性/含义-这项研究仅限于一个学期的结果以及少数学生的参与。此外，学生对在线发布游戏的复杂过程的挫败感可能影响了学生对作业的态度。实际意义-讨论了大规模实施这项研究的挑战。社会意义-创造游戏鼓励通过反复试验来进行协作学习，与朋友共享游戏以在设备上玩游戏的学生会感到自豪。原创性/价值-尽管大多数游戏开发研究都强调通过创建计算机游戏开发的编程技能，但本文着眼于更大范围的数字素养和IT技能，以及执行IT专业人员经常完成的任务的机会。

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