Dept. for Simulation and Graphics, Otto-Von-Guericke University

The author of this article believes that making games stimulates children's creativity at an early age. "Children are able to be not only users but also designers and producers who gain, organize and use valuable information. Designing a game, or in other words learning by doing, can help children plan and validate their game plan requirements and explore possible game solutions. This will allow the children to relate to the game-making activities in a way that also connects them to problem-solving skills in their learning." The author uses computer game making as a workshop for children, ages 11 and 12, to introduce them to a way of thinking by exploring the underlying programming model of the game tool within selected subject areas – mathematics and science.

The author taught three 2-hour workshop sessions of 18 - 20 children, with the goal of making a simple game based on science and mathematics topics, such as arithmetic lessons and problems, the concept of gravity, an animated water cycle, and others. The first day the children were introduced to the software, the second was dedicated to game plan and design, and, on the third day, the game was tested and played. Initially, these children were familiar with computer terms and how to explore software applications, such as Microsoft Word and Internet Explorer, as well as Mozilla Firefox, and also had experience playing computer games. Each session began with a 15- to 30-minute lesson on a particular topic, such as the concept of animation, followed by an hour of exploration and challenges.

The use of Squeak Etoys as a tool to develop the games, integrating science and mathematics lessons, is demonstrated by illustrations in the article, including:

• Ant Crawling Project - the movement of the ant was set up using colour coordination and logic programming.
• Basketball Project - the movement of a basketball was plotted in the form of a graph.
• Walking Down the Stairs Project - the movement of a stick man was activated by implementing simple geometry and seeing the effect of the direct manipulation through using positive and negative signs (+ / -).
• SpaceShutter Project - the landing of a rocket was controlled, accounting for the impact of speed, acceleration, and aspects of momentum.

In conclusion, the author observed that "[d]uring the game-making process children have to solve problems, with each step involving finding solutions and moving along with the process of refinement. No one tells them the rules of the games in advance. They must figure them out themselves through observation, trial and error, and a process of hypotheses testing. The rules go beyond decoding the meaning of individual icons on the screen; besides figuring out what the symbols mean, players must discover how they act."

Newsletter on Children, Youth and Media in the World (ICCVOS) accessed on January 10 2008; and email from Catharina Bucht to The Communication Initiative on January 30 2009.