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Charlotte Lærke Weitze


This study presents an exploratory investigation of how learning through game development can contribute to students’ academic learning and how applying game making for learning as a teaching method can be linked to subject-specific learning goals. The paper describes a project where twenty-two second grade Danish students worked with problem-based assignments that supported them in developing digital games for learning with the Scratch tool. The students succeeded in creating digital games for learning and in embedding learning situations, learning activities and evaluation opportunities into their games. Analysis of the learning dynamics suggests that the students were involved in interactive communication and production processes and used the Danish language as a tool inside their small digital games when engaging in this problem-based and constructionist learning approach. According to the analysis, the students managed to work with specific academic learning goals and enjoyed learning through the development of games for learning.

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