1. Game Design and STEM Learning Rafael Fajardo, P4 Games Scott Leutenegger, P4 Games Karen Michaelson, Tincan

2. Game Education via Making @ DUPixels, Programming Play & Pedagogy (P4games) High School Summer Game Camp Teacher Game Institute School Year Implementation 2

3. 3 Game Camp (P3) 2 week residential OR 1 week school Rising 9th and 10th graders 2.5 hrs / day each Programming, Pixels, Play Last days: workshopping and programming

4. STUDENT GAMES

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14. Project based learning

15. Performance based assessment

17. Adapt curriculum to specific environments

18. 120 hours of professional development

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27. Tincan Game Development Programs Supported by National Science Foundation ITEST grant and U.S. Department of Education Women’s Educational Equity Act Program

30. Middle school girls program integrating biotech/CSI and game developmentTeacher Institutes

31. Teacher Institutes 3 week summer institute with one week of practicum in a student game camp Goal is to integrate game development into the regular classroom Teachers bring curriculum to the workshops and have time for development and peer feedback Same curriculum as students but additional pedagogy component

33. Projects included:

34. an end of year project where students researched an organism in the PNW and made a game showing how it would evolve

35. made MMF part of my core curriculum…able to tie in parts of what students are doing in science class and use that as a theme

36. 1/2 year developing games with an applied science class.

38. From the Teachers

39. What are the advantages of game development for STEM learning? exemplar of project-based learning students WANT to make a game => willing to work to do it game designs can be tied into any core subject, not just technology reluctant learners become excited about research and story design Increases interest in STEM careers

40. What specific skills do you see game development as supporting in the STEM classroom? Math 1: coordinate system, variables, percentages Math 2: trig, approximate models (physics), linear relationships Math 3: detailed models, physics, simulation, Linear Algebra

41. What specific skills do you see game development as supporting in the STEM classroom? Computing 1 (Scratch): variables, conditional statements, iteration, broadcast, logic Computing 2 (Greenfoot, Flash): All normal CS1 topics

42. What specific skills do you see game development as supporting in the STEM classroom? Background subject research (Science) for game design Must use the scientific method in order to troubleshoot their game MMF: Computational thinking: patterns that emerge from computer science but that are useful in much broader contexts

43. Why do Art and Design matter? How do they help teach STEM? Both are the part of the "magic" that make game creation engaging Paper games way to quickly engage students Game design has rules/logic that transition directly to code Art can renew students suppressed voice Game design requires more personal responsibility for learning

45. Many girls and minorities NOT okay with depiction of women/minorities, opportunity to make a game for themselves(examples from game camps: glass ceiling, reverse fairytales, babysitting game)

46. Potential for a career in games motivates students into technology

48. Half or more not confident or knowledgeable about games: need encouragement

49. Truly excited when they see the whole picture

50. Teachers reported that learning game development changed some of the ways they approached the learning process in their classroom – more collaboration, inquiry.

51. Helped make them stronger teachers