From players to makers: An empirical examination of factors that affect creative game development

Abstract

The recent incremental growth of tangible and programming technologies has made it possible for teenagers to engage in creative game development activities. The aim of this work is to increase knowledge on the factors that characterize these activities and to increase understanding about what motivates young students to participate in such activities. In our empirical evaluation, a group of researchers and artists designed, implemented and evaluated workshop programs with 78 students aged 12 and 17 years. For the first study, we collected qualitative data from 11 interviews and subjected this data content analysis. For the second study, we designed a survey grounded in motivational factors for technology and collected 49 responses. The results show that (a) creative development activities raise awareness of technology (especially in female students), intensify the experience and invite students to explore boundaries, increase collaboration and exchange views and ideas, and (b) participants’ effort expectancy and performance expectancy significantly affect their intention to participate.