WarioWare: Get It Together!
Game
2 documents in the library are about WarioWare: Get It Together!, from writers such as European Conference on Games Based Learning (ECGBL). Each has a summary and key insights with the page they come from.
Connections
Each row is a game or company named alongside WarioWare: Get It Together!, each column a document, oldest first. A mark means that document names it. Select a row to see those documents.
Documents about WarioWare: Get It Together!
From Player to Level Designer: Exploring Design Thinking Through Mario Maker 2
This study by Jennifer Jenson, based at the University of British Columbia, examines how playing and designing digital games can support design thinking among school-aged students in a small, rural community on Canada's west coast.
- Over nine days in April 2025, 53 students in three rural west-coast Canadian elementary classes (grades 5–7) played WarioWare: Get It Together!, sketched game designs, and built levels in Super Mario Maker 2; of 56 students who did level design, 34 levels were completed, 22 were playable, and 5 were judged exceptionally complex.
- Play-centered, low-barrier game design fostered high engagement, laughter, peer cooperation, and iterative practices like testing and revision, with teachers noting that students who normally struggled to focus were more on task and participatory.
- Game-making shifted classroom social dynamics: typically marginalized students, such as an avid Nintendo player and a usually quiet reader, became sources of expertise and moved to the center of classroom activity.
Trust, Pedagogy and Play
A 9-week study of two Grade 7 classrooms in British Columbia, in which students played Nintendo Switch games (WarioWare: Get it Together and Super Mario Maker 2) for 15 minutes a day, forms the empirical basis for an argument that trust is an overlooked precondition for both play and learning.
- The authors argue trust is an overlooked precondition for learning: learning involves risk and destabilization of existing understanding, so students must trust teachers (epistemic trust) and the game itself (ludic trust) to engage with it.
- Students enjoyed the games and trusted their technical reliability, yet classroom power structures, teacher uncertainty about videogames, limited time, reduced task demands, and teachers not playing alongside students all constrained educational value.
- Converting game experiences into conventional written tasks effectively 'cancels out' what games uniquely offer, so game-based pedagogy requires media-appropriate design and substantial teacher investment rather than simply inserting games into existing routines.
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