Game Design: Whose game works at the end of the day?

Abstract

A study of 48 completed Frogger games created by middle school students using the Scalable Game Design curriculum were studied to determine how completion rates varied based on race and gender. Results to a student survey administered to the same sample was also analyzed to compare those who completed fully functioning games to those whose games were not fully functioning. Overall, 67% of the girls, and 50% of minority students submitted fully functioning games; however, African American and Hispanic/Latino boys had lower completion rates. Survey results provide some insight to factors that may influence who submits a fully functioning game. Students' whose games were not fully functioning were less likely to see themselves as computer problem solvers, and were less likely to they see themselves pursuing computer classes in the future.