There has been considerable interest in examining the educational potential of playing video games. One crucial element, however, has traditionally been left out of these discussions—namely, children's learning through making their own games. In this article, we review and synthesize 55 studies from the last decade on making games and learning. We found that the majority of studies focused on teaching coding and academic content through game making, and that few studies explicitly examined the roles of collaboration and identity in the game making process. We argue that future discussions of serious gaming ought to be more inclusive of constructionist approaches to realize the full potential of serious gaming. Making games, we contend, not only more genuinely introduces children to a range of technical skills but also better connects them to each other, addressing the persistent issues of access and diversity present in traditional digital gaming cultures.

中文翻译：

---

建构主义游戏：了解制作学习游戏的好处。

在研究玩电子游戏的教育潜力方面引起了极大的兴趣。但是，传统上，这些讨论中没有考虑到一个关键因素，即儿童通过制作自己的游戏来学习。在本文中，我们回顾并综合了过去十年中有关制作游戏和学习的55项研究。我们发现，大多数研究集中在通过游戏制作来教授编码和学术内容，而很少有研究明确研究协作和身份在游戏制作过程中的作用。我们认为，未来关于严肃游戏的讨论应该更多地包括建构主义方法，以实现严肃游戏的全部潜力。我们争辩说，