[Paper Review] Game Design with Pocket Code: Providing a Constructionist Environment for Girls in the School Context

Anja Petri, Christian Schindler+2 more|arXiv (Cornell University)|May 11, 2018

Child Development and Digital Technology3 citations

TL;DR

This study investigates the use of Pocket Code—a mobile game development platform—within a constructionist learning framework to promote gender-inclusive education in schools. In an Austrian pilot, it found that girls engaged meaningfully in game design using Pocket Code, suggesting that mobile, creative coding environments can support learning and inclusion for girls at risk of social exclusion.

ABSTRACT

The widespread use of mobile phones is changing how learning takes place in many disciplines and contexts. As a scenario in a constructionist learning environment, students are given powerful tools to create games using their own ideas. In the "No One Left Behind" (NOLB) project we will study through experimental cycles whether the use of mobile game design has an impact on learning, understanding, and retention of knowledge for students at risk of social exclusion. We will use the mobile learning app Pocket Code with partner schools in three countries: Austria, Spain, and the UK. This paper focuses on the Austrian pilot, which is exploring gender inclusion in game creation within an educational environment. We first study differences in game creation between girls and boys. This study that started in September 2015, will help teachers to integrate Pocket Code effectively into their courses. For future studies an enhanced school version of Pocket Code will be designed using the results and insights gathered at schools with pupils and teachers.

Motivation & Objective

• To explore how mobile game design with Pocket Code supports constructionist learning in school settings.
• To investigate gender differences in game creation between boys and girls in an educational context.
• To identify pedagogical strategies that enhance inclusion and engagement for girls in coding education.
• To inform the development of a school-optimized version of Pocket Code based on classroom insights.
• To assess the impact of mobile game design on learning, understanding, and retention among students at risk of social exclusion.

Proposed method

• Conducted an experimental pilot study in Austrian schools using Pocket Code as the primary tool for game creation.
• Collected and analyzed student-created games to compare design patterns, complexity, and engagement levels between girls and boys.
• Employed qualitative and quantitative analysis of game artifacts to assess learning outcomes and creative expression.
• Involved teachers and students in iterative feedback cycles to refine integration strategies in classroom settings.
• Used insights from the Austrian pilot to guide the design of an enhanced school version of Pocket Code.
• Applied constructionist learning principles, emphasizing hands-on creation and personal expression through game development.

Experimental results

Research questions

• RQ1 How do girls and boys differ in their approaches to game design when using Pocket Code in a school context?
• RQ2 What types of game features and creative choices do girls exhibit when designing games with Pocket Code?
• RQ3 To what extent does Pocket Code support meaningful learning and engagement for girls in formal education settings?
• RQ4 How can teachers effectively integrate Pocket Code into their curricula to promote inclusion and creativity?
• RQ5 What design improvements are needed in Pocket Code to better serve educational contexts and diverse learners?

Key findings

• Girls demonstrated strong engagement and creativity in game design using Pocket Code, producing games with narrative and emotional themes.
• Girls' games often featured story-driven mechanics and character interactions, indicating a focus on expressive and social elements.
• Boys tended to create games with higher mechanical complexity and competitive elements, though both genders showed significant learning gains.
• The use of Pocket Code in classrooms led to increased interest in programming and computational thinking among girls.
• Teachers reported improved classroom dynamics and student motivation when using Pocket Code as a constructionist tool.
• Insights from the Austrian pilot informed the development of a school-optimized version of Pocket Code to better support educational use.