Abstract Digital game making is becoming an increasingly common means of learning in schools due to the appeal of delivering curriculum-based learning objectives while tapping into the popularity of videogames. Indeed, research suggests that digital game making may improve cognitive and behavioral skills in learners and this may have significant impact on learners with special education needs and disabilities (SEND). However, past work in digital game making has limited involvement with learners with SEND, focuses on short-term evaluations and is utilised during extra-curricular sessions with few studies using an action-based field research approach. Furthermore, there is little quantitative data from defined methodologies that demonstrate the impact of digital game-making on learning. This paper presents results from two field trials examining the use of digital game making in two schools (one mixed ability primary and one special school) to deliver national curriculum-based content over 8-weeks. Results from a feasibility trial informed a pedagogical design and identified evaluation metrics for a subsequent longer trial. Evaluation metrics included learner engagement and collaboration with peers as suitable indicators of inclusive learning. Impact on these metrics was measured using an in-class observation tool that sampled learner behavior yielding quantitative data and follow up interviews with teachers yielding qualitative data. Results suggest that digital game making is at least as effective in encouraging engagement and collaboration in learners when compared to traditional methods, with it being more engaging for learners with special needs. Contributions from this paper provide quantifiable evidence for the perceived benefits of using digital game making and a methodology for evaluating engagement and collaboration through classroom observation. Recommendations for further work and refinements of the pedagogical implementation that builds on these findings are presented.

中文翻译：

---

检查数字游戏制作在基于课程的教学中的潜在影响：初步观察

摘要 由于提供基于课程的学习目标的吸引力，同时利用视频游戏的普及，数字游戏制作正成为学校中越来越普遍的学习方式。事实上，研究表明，数字游戏制作可能会提高学习者的认知和行为技能，这可能对有特殊教育需求和残疾 (SEND) 的学习者产生重大影响。然而，过去在数字游戏制作方面的工作对 SEND 学习者的参与有限，侧重于短期评估，并在课外课程中使用，很少使用基于行动的实地研究方法进行研究。此外，很少有来自定义方法的定量数据证明数字游戏制作对学习的影响。本文介绍了两个实地试验的结果，这些试验检查了在两所学校（一所混合能力小学和一所特殊学校）使用数字游戏制作在 8 周内提供基于国家课程的内容。可行性试验的结果为教学设计提供了信息，并确定了后续更长试验的评估指标。评估指标包括作为包容性学习的合适指标的学习者参与和与同龄人的合作。使用课堂观察工具测量对这些指标的影响，该工具对学习者的行为进行采样，产生定量数据，并跟进与教师的访谈，产生定性数据。结果表明，与传统方法相比，数字游戏制作在鼓励学习者的参与和协作方面至少同样有效，它对有特殊需求的学习者更具吸引力。本文的贡献为使用数字游戏制作的感知好处提供了可量化的证据，并提供了一种通过课堂观察评估参与和协作的方法。提出了基于这些发现的进一步工作和教学实施改进的建议。