In the last decade, there has been a dramatic increase in the number of tools and opportunities for children and young adults to learn to program computer games, as well as research on these activities. Despite this investment, there is no synthesis of research on what children learn, the best pedagogical strategies, and which tools and learning environments promote different kinds of outcomes, and for whom. This project will use a systematic analytic methodology to pull together existing research on computer game programming (CGP) to compare and contrast different ways that “benefit” has been conceptualized and measured, and to identify common and generalizable findings across the studies with regard to the effectiveness of CGP.
