@article{discovery1535830,
            note = {This is the peer reviewed version of the following article: Allsop, Y; (2015) A reflective study into children's cognition when making computer games. British Journal of Educational Technology , 47 (4) pp. 665-679, which has been published in final form at http://dx.doi.org/10.1111/bjet.12251. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.},
           month = {July},
           pages = {665--679},
         journal = {British Journal of Educational Technology},
          volume = {47},
            year = {2016},
           title = {A reflective study into children's cognition when making
computer games},
          number = {4},
        abstract = {In this paper, children's mental activities when making digital games are explored.
Where previous studies have mainly focused on children's learning, this study aimed to
unfold the children's thinking process for learning when making computer games. As
part of an ongoing larger scale study, which adopts an ethnographic approach, this
research reports on how children think when making their own computer games using
their "Thinking Maps" and video recordings of group discussions. A model for Thinking
for Learning, "think-to-learn-to-think," is discussed and children's activities are used to
define the stages of this cycle. The study of children's pre-during-after project "Thinking
Maps" and explanations during group discussions suggests that their thinking
sequences were altered during and after their game design activities. The children presented
their "thinking process" when designing computer games as a continual circular
cycle and described their mind as a virtual lab to plan and visualise solutions before
testing them on screen, using the "Alice" game design program.},
          author = {Allsop, Y},
             url = {http://dx.doi.org/10.1111/bjet.12251},
            issn = {0007-1013}
}