Game Making and Coding Fluency in a Primary Computing Context

Chesterman, Mick

doi:10.1007/978-3-031-21970-2_12

Mick Chesterman ORCID: orcid.org/0000-0002-8005-2390³

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Abstract

This chapter describes digital game making as an inclusive process to develop coding concepts and coding fluency. It outlines research which emerges from my work with young learners of ages 8–11 years which leverages the motivational and navigational affordances of enthusiast game-making communities and adapts them to more structured educational environments. I summarise the features of two game-making tools used in my study. Finally, this chapter contains an overview of the 3 M game-making learning design and links to extensive resources for learners and teachers.

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Manchester Metropolitan University, Manchester, UK
Mick Chesterman

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Correspondence to Mick Chesterman .

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School of Education, La Trobe University, Victoria, VIC, Australia
Therese Keane
School of Education, University of Tasmania, Launceston, TAS, Australia
Andrew E. Fluck

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Chesterman, M. (2023). Game Making and Coding Fluency in a Primary Computing Context. In: Keane, T., Fluck, A.E. (eds) Teaching Coding in K-12 Schools. Springer, Cham. https://doi.org/10.1007/978-3-031-21970-2_12

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DOI: https://doi.org/10.1007/978-3-031-21970-2_12
Published: 28 February 2023
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-21969-6
Online ISBN: 978-3-031-21970-2
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