Constructionism and game-making for learning in the age of Roblox. An analysis of current evidence and future perspectives.

The use of digital games for learning encompasses a range of pedagogical approaches and practices. Game-making as a learning strategy has gained interest. This approach, inspired from the work of Piaget (1951) and Papert (1980), uses game design as a means for students to “externalize thinking and problematize focusing on the product” (Kafai & Burke, 2015). However, existing evidence is mostly descriptive (Denner et al., 2019), and there is a lack of comparative studies (Vos et al., 2011) and evidence-based frameworks. The aim of this article is to review and discuss current evidence and frameworks.