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European Conference on Games Based Learning (ECGBL)
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The average student played around five days a week, for roughly two hours per session.
Regular play. Every participant had prior gameplay experience on a Nintendo Switch and reported regular home play.
This study examines how children aged 10 to 13 engage with video games both at home and in the classroom, pairing an investigation of their gaming habits with a hands-on game-making project. Conducted with two grade 6 classes (44 students) in a small city on Canada's West coast, the research had two aims: to understand participants' at-home play patterns, including whether the COVID-19 pandemic had shifted them, and to explore how students could use Super Mario Maker 2 on the Nintendo Switch to design their own playable levels over nine one-hour sessions. The work is qualitative, drawing on video and audio recordings, teacher and student interviews, game design notebooks, and a short questionnaire, analyzed thematically.
Findings indicate that every participant had prior gameplay experience on a Nintendo Switch and reported regular play at home, with the average student playing around five days a week for roughly two hours per session. Phones, computers, and game consoles were widely available regardless of perceived socioeconomic status, and most participants reported playing with others online or in person, which the authors interpret as a significant social role for games in these young people's lives. Notably, girls were as engaged and skilled as boys, which contrasts with earlier research documenting gender gaps in play. Despite having little formal coding training, all participants produced playable levels through iterative sketching, testing, and revision, with many developing an understanding of player movement and game logic on their own.
The authors acknowledge important limitations, chiefly that the study involved a single school in one city and therefore cannot generalize to all children's play habits. Even so, the work suggests that commercial games can effectively support design thinking and collaborative problem-solving in the classroom, and that building on students' existing play may help engage those who are otherwise disengaged from traditional lessons.
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European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
European Conference on Games Based Learning (ECGBL) · 2026
