{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,5]],"date-time":"2026-01-05T22:32:07Z","timestamp":1767652327839,"version":"3.41.2"},"reference-count":13,"publisher":"Emerald","issue":"4","license":[{"start":{"date-parts":[[2015,11,16]],"date-time":"2015-11-16T00:00:00Z","timestamp":1447632000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2015,11,16]]},"abstract":"\n Purpose<\/jats:title>\n \u2013 This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts, increase student engagement and recruit majors and minors in technology fields. This study describes a project where first-year college students in an introductory technology concepts course use a visual game creation tool to develop original games to play on their computers and mobile devices. <\/jats:p>\n <\/jats:sec>\n \n Design\/methodology\/approach<\/jats:title>\n \u2013 The author created a game development exercise which was implemented in three different sections of an introductory technology course. Students who participated were surveyed about their experiences. In addition, the author considers information technology (IT) skills and aspects of authentic learning which are achieved through this assignment. <\/jats:p>\n <\/jats:sec>\n \n Findings<\/jats:title>\n \u2013 Initial findings suggest that students found the gaming assignment offers an opportunity for students with no prior programming skills to create software within a controlled and supportive environment. It allows them to demonstrate their understanding of coding principles, including identifying objects and interactions, and that creating software requires a developer to specify exact instructions for the computer to follow. <\/jats:p>\n <\/jats:sec>\n \n Research limitations\/implications<\/jats:title>\n \u2013 This study is limited to results from one semester and a small number of students participating. In addition, student frustration with the complicated process of publishing games online may have influenced student attitudes toward the assignment. <\/jats:p>\n <\/jats:sec>\n \n Practical implications<\/jats:title>\n \u2013 Challenges of implementing this study on a larger scale are discussed. <\/jats:p>\n <\/jats:sec>\n \n Social implications<\/jats:title>\n \u2013 Creating games encourages collaborative learning through trial and error, and students who share their games with friends to play on their devices achieve a sense of pride. <\/jats:p>\n <\/jats:sec>\n \n Originality\/value<\/jats:title>\n \u2013 While most studies of game development emphasize the programming skills that are developed through creating computer games, this paper looks at a larger scope of digital literacy and IT skills achieved, as well as opportunities to perform tasks often completed by IT professionals.<\/jats:p>\n <\/jats:sec>","DOI":"10.1108\/itse-08-2015-0022","type":"journal-article","created":{"date-parts":[[2015,11,17]],"date-time":"2015-11-17T04:38:15Z","timestamp":1447735095000},"page":"256-269","source":"Crossref","is-referenced-by-count":7,"title":["Achieving digital literacy through game development: an authentic learning experience"],"prefix":"10.1108","volume":"12","author":[{"given":"Mark","family":"Frydenberg","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","reference":[{"key":"key2020121923510625300_b1","doi-asserted-by":"crossref","unstructured":"Bayliss, J.D.\n (2009), \u201cUsing games in introductory courses: tips from the trenches\u201d, ACM SIGCSE Bulletin \u2013 SIGCSE \u201809, New York, NY, pp. 337-341.","DOI":"10.1145\/1539024.1508989"},{"key":"key2020121923510625300_b2","unstructured":"College Board\n (2015), \u201cComputer science principles\u201d, available at: http:\/\/apcsprinciples.org\/ (accessed 21 February 2015)."},{"key":"key2020121923510625300_b3","unstructured":"Department of Education\n (2014), \u201cComputing programmes of study: key stages 1 and 2\u201d, Quick Start Computing, available at: www.quickstartcomputing.org\/secondary\/Resources\/section2\/Computing%20programmes%20of%20study%20Key%20Stages%201%20and%202.pdf (accessed 21 February 2015)."},{"key":"key2020121923510625300_b4","unstructured":"Department of Education, UK\n (2014), \u201cQuick start: a CPD toolkit for secondary teachers\u201d, from Quick Start Computing, available at: www.quickstartcomputing.org\/ (accessed 21 February 2015)."},{"key":"key2020121923510625300_b5","unstructured":"Elliott, C.\n (2007), \u201cAction research: authentic learning transorms student and teacher success\u201d, \n Journal of Authentic Learning\n , Vol. 4 No. 1, pp. 34-42."},{"key":"key2020121923510625300_b6","unstructured":"Frydenberg, M.\n (2015), \u201cGame development as a pathway to information technology literacy\u201d, Proceedings of the EDSIG Conference, AITP, Wilmington, NC."},{"key":"key2020121923510625300_b7","doi-asserted-by":"crossref","unstructured":"Guzdial, M.\n (2015), \u201cWhat\u2019s the best way to teach computer science to beginners?\u201d, \n Communications of the ACM\n , Vol. 58 No. 2, pp. 12-13.","DOI":"10.1145\/2714488"},{"key":"key2020121923510625300_b8","doi-asserted-by":"crossref","unstructured":"Herrington, J.\n , \n Oliver, R.\n and \n Reeves, T.C.\n (2003), \u201cPatterns of engagement in authentic online learning environments\u201d, \n Australian Journal of Educational Technology\n , Vol. 19 No. 1, pp. 59-71.","DOI":"10.14742\/ajet.1701"},{"key":"key2020121923510625300_b10","doi-asserted-by":"crossref","unstructured":"Herrington, J.\n , \n Parker, J.\n and \n Boase-Jelinek, D.\n (2014), \u201cConnected authentic learning: reflection and intentional learning\u201d, \n Australian Journal of Education\n , Vol. 26 No. 1, pp. 1-13.","DOI":"10.1177\/0004944113517830"},{"key":"key2020121923510625300_b11","unstructured":"Means, B.\n and \n Olson, K.\n (1994), \u201cThe link between technology and authentic learning\u201d, \n Educational Leadership\n , Vol. 51 No. 7, p. 15."},{"key":"key2020121923510625300_b12","doi-asserted-by":"crossref","unstructured":"Mohammed, P.\n and \n Mohan, P.\n (2010), \u201cCombining digital games with culture: a novel approach towards boosting student interest and skill development in computer science programming\u201d, 2010 Second International Conference on Mobile, Hybrid, and On-Line Learning, IEEE Computer Society, St. Maarten, pp. 60-65.","DOI":"10.1109\/eLmL.2010.20"},{"key":"key2020121923510625300_b13","unstructured":"Scirra.com\n \n (2014), \u201cConstruct 2\u201d, available at: http:\/\/scirra.com\/construct2"},{"key":"key2020121923510625300_frd1","doi-asserted-by":"crossref","unstructured":"Herrington, J.\n , \n Reeves, T.\n , \n Oliver, R.\n and \n Woo, Y.\n (2004), 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