1.
Games
&
learning:
Games
as
frames,
mechanics
and
structures
of
learning
sonja.angesleva@igda.fi
(Dec2013)
"There
is
no
reason
that
a
generation
that
can
memorize
over
100
Pokemon
characters
with
all
their
characteristics,
history
and
evolution
can't
learn
the
names,
relationships
of
all
capitals
option
allows
you,
and
the
nations
in
the
world."
Marc
Prensky
(Digital
natives.
An
important
point
emerging
from
the
Digital,
2001)
The
school's
mission
is
to
organize
and
provide
official
training
that
leads
to
qualifications.
Education
must,
however,
take
account
that
the
whole
society
is
changing
due
to
the
technical
and
digital
culture
influences
that
also
change
the
learning
environments
and
learning
habits.
Games
are
an
organic
part
of
youngsters’
lives.
Games’
influence
in
learning
and
working
is
visible
already
today
in
the
forms
of
edutainment,
gamification
and
game
mechanics
driven
motivation.
But
what
does
it
mean
to
learning?
This
short
paper
was
originally
written
in
Finnish
in
January
2013.
The
purpose
was
to
give
teachers
an
overview
of
games
and
inspire
them
to
find
different
ways
to
utilize
games
and
game
mechanics
in
learning.

2. What
is
a
game?
Let’s
start
with
what
is
a
game.
Games
journalist
Tadhg
Kelly
wrote
in
his
blog:
“Games
are
belief
engines.
Games
are
canvases
for
stories
in
motion.
Games
are
a
challenge
and
a
learning
activity.
Games
are
ideas.
Games
make
life
better.
Games
are
addictive.
Games
are
pressure.
Games
are
motivational,
inspirational
and
educational.
Games
are
fun.
Games
are
emotive.”
A
game
is
based
on
a
set
of
rules,
a
selection
of
interaction
methods,
character
roles,
objects
to
interact
with
and
a
possible
background
story.
The
rules
of
the
game
are
part
of
the
game
mechanics.
At
the
heart
of
the
game
is
an
interactive
feedback
structure:
when
a
player
does
something,
it
causes
a
reaction
in
the
game
and
gives
immediate
feedback
to
the
player.
The
confrontation
between
good
&
bad
is
one
common
way
to
build
up
the
dynamics
of
the
game.
A
player
has
to
do
something
to
overcome
the
enemy,
to
save
the
world
or
defeat
the
threat.
A
game
is
typically
an
endless
loop
(like
Tetris)
where
a
player
tries
to
improve
her
performance
or
a
linear
story
(like
Final
Fantasy
games).

3. Game
driven
learning
"Game-­‐based
learning
involves
the
use
of
board
games,
card
games,
video
games,
simulations,
model
building,
role
play
and
other
competitive
activities
where
students
are
engaged
in
play
that
teaches
them
an
important
concept
that
is
part
of
their
curriculum.
Many
games
include
an
element
of
fantasy
that
makes
the
learning
process
truly
appealing
to
students.
The
use
of
such
games
serves
a
dual
purpose:
the
content
of
the
game
helps
to
improve
the
knowledge
of
the
students
and
the
process
of
playing
the
game
develops
their
skills."
David
Stuart
(eHow.com,
2012)
In
the
context
of
games,
learning
typically
refers
to
games
as
media
(media
education),
game
mechanics
(motivational
factors),
games
as
educational
objects
(learning
from
games,
learning
by
playing)
and
the
role
of
games
in
youth
cultures.
Game
mechanics
can
be
used
to
create
supportive
and
inspiring
educational
content.
Games
can
also
motivate
and
provide
an
inspiring
learning
context.
Games
offer
more
active
role
for
learners
in
the
process.
At
its
best
the
game-­‐like
learning
brings
flexibility
to
learning,
which
supports
various
types
of
learners
(slow
fast,
visual,
etc.),
and
different
ways
of
understanding
things.
Games
also
help
to
make
problems
concrete
and
easier
to
understand
from
different
perspectives.
What’s
good
in
games
(for
learning)?
1. Limits.
The
game
structure
provides
a
safe
environment
and
a
context
to
experiment
on
some
concrete
topics.
It
does
not
matter
if
you
fail,
you
can
always
try
again.
Everyone
fails
in
games.
Even
the
best
ones.
2. All
the
key
ingredients
at
hand.
Relevant
source
materials
and
necessary
objects
to
solve
the
problems
are
all
at
hand
in
a
game.
A
player
just
has
to
adapt,
solve
the
puzzles
and
connect
the
dots.
3. Cooperation.
Both
game
development
and
game
play
are
social
activities.
In
game
development,
you
have
at
least
the
following
parts
to
tackle
on:
game
design,
story/dialogue,
art,
sound
design
and
programming.
If
you
do
not
want
to
use
computers,
game
design
and
development
can
easily
be
done
on
paper
or
with
cards,
clay,
sounds,
words...
4. Examples.
Games
use
a
lot
of
examples
to
make
it
clear
what
a
player
has
to
do
in
a
game.
Sometimes
it
first
shows
how
things
could
be
done
and
then
a
player
can
try
the
same
by
herself.
As
a
teacher,
you
could
develop
your
examples
and
recycle
ideas
to
make
it
easier
for
the
class
to
get
started.
5. Co-­‐creation.
Let
the
pupils
do
the
design
and
implementation.
Teacher’s
role
is
to
frame
the
context
of
the
learning
objectives
and
make
sure
all
key
ingredients
are
at
hand
and
included
in
the
game.

4. 6. Different
perspectives.
The
same
thing
can
look
very
different
from
other
perspectives.
Take
advantage
of
it.
Use
roles,
introduce
limitations
that
force
the
group
to
take
different
viewpoints
to
the
topic
and
be
critical.
How
to
learn
from
games?
A
game
is
an
ideal
form
for
teaching
something
new.
A
game
defines
the
setup
of
a
specific
problem
in
a
form
of
a
story,
or
otherwise
in
a
limited
context.
The
main
objective
of
a
game
is
well
defined
in
the
beginning,
and
intermediate
targets,
obstacles
and
opponents
or
other
challenges
are
introduced
to
the
player
along
the
way.
All
of
these
“frames”
help
the
learners
to
understand
and
become
motivated
of
what
they
should
be
doing,
when
and
why.
When
I
was
at
the
grade
school,
I
together
with
many
of
my
classmates
was
doing
cross-­‐country
skiing.
We
had
a
skiing
table
attached
to
the
class
room
wall.
The
table
was
a
simple
poster
where
we
could
draw
a
horizontal
line
based
on
the
length
(kilometers)
of
our
daily
cross-­‐country
skiing.
We
added
a
few
millimeters
to
the
line
day
after
day.
The
poster
was
on
the
wall
during
the
whole
winter
season.
It
was
a
fierce
competition
even
if
there
were
no
concrete
rewards
or
prizes.
At
least
I
do
not
remember
any
of
the
prizes.
For
me
the
bigger
reward
was
the
actual
competition
and
a
possibility
to
see
your
own
advancement
on
the
wall.
The
other
students
were
my
opponents
and
I
fought
for
the
victory.
I
did
a
lot
of
skiing
that
winter
and
also
cheated
some
extra
kilometers.
But
so
did
many
others,
too.
It
was
not
that
serious
–
more
of
a
play
or
a
game.
It
was
about
trying
to
be
the
best
but
also
seeing
your
own
activities
over
a
longer
period
of
time.
At
the
end
it
was
just
a
piece
of
paper
on
the
wall
but
oh
boy
what
a
game
it
was!
Today
online
service
Muuvit
offers
similar
type
of
a
tool
to
motivate
children
to
do
some
everyday
sport
(see
picture
below).
For
us
the
skiing
table
was
a
valuable
tool
to
measure
the
success.
Muuvit
developers
told
me
that
for
many
kids,
the
tiny
Muuvit
notebook
also
has
very
big
value
the
its
owners.
But
different
from
the
skiing
table,
Muuvit
is
about
contributing
to
a
common
goal.
It
is
about
collaboration.
A
total
amount
of
minutes
the
class
has
exercised
during
a
week
is
summed
up
at
the
end
of
the
week.
Instead
of
competing
against
the
classmates,
the
class
is
competing
against
other
students
around
the
world.
The
evolution
from
skiing
table
to
Muuvit
notebook
is
very
much
in
line
with
the
recent
development
of
digital
games.
Besides
competition,
playing
is
more
and
more
about
collaboration
and
learning
from
the
peers.
Minecraft
and
MinecraftEdu
or
Supernauts
are
all
great
examples
of
that.

5. These
two
examples
nicely
highlight
the
motivational
factors
behind
playing
games.
A
game
is
played
with
a
certain
set
of
rules,
goal
and
opponents
or
challenges.
The
opponent
can
be
another
game
character,
but
also,
for
example,
the
time
(Tetris,
Bejeweled),
another
player
(MarioKart,
chess,
World
of
Warcraft)
or
a
model
performance
(Singstar).
There
are
a
lot
of
great
things
to
utilize
from
games:
1. Games
are
difficult
and/or
challenging
and
the
players
are
failing
constantly.
By
failing
over
and
over
again
a
player
will
learn
how
to
overcome
certain
challenges
and
accept
failure
as
part
of
learning.
That
a
part
of
the
games’
charm.
Games
can
be
used
to
identify
learning
problems
within
a
certain
topic
and
carry
out
experimental
training
and
learning
because
game
play
is
about
snack
size
achievements.
A
player
will
advance
from
one
waypoint
to
another.
If
a
player
gets
stuck
there
are
clearly
some
challenging
tasks
or
problems
to
focus
on.
You
do
not
need
to
worry
about
errors
because
"it
was
just
a
game".
Students
learn
by
making
mistakes
and
making
mistakes
is
about
experimentation,
not
about
humiliation.
In
games
the
failure
can
be
a
shared
emotion,
something
the
whole
class
can
strive
to
improve
and
adjust.
2. The
structure
and
the
rules
of
a
game
keep
learning
interesting.
The
games’
progression
makes
it
interesting
to
learn
more
and
more
through
waypoints.
The
player
encounters
constant
challenges
to
achieve
something
on
the
way
toward
the
ultimate
goal.
This
relates
to
the
idea
of
learning
by
doing.
Everyone
can
make
games,
find
ways
to
make
the
topics
and
learning
objectives
easier
to
understand.
By
playing
games
with
others
the
value
of
learning
from
the
peers
will
become
stronger.
Also
by
doing
things
also
the
level
of
participation
and
commitment
is
strong.
3. Games
are
interactive
experiences:
the
player
is
involved
in
the
creation
of
events.
Actual
participation
in
doing
things
makes
it
more
personal
and
increases
the
feeling
of
ownership
making
the
experience
more
valuable,
more
memorable.
Making
things
concrete
is
making
them
personal:
games
offer
the
chance
to
try
out
different
roles,
approaches,
situations,
solutions,
identities
and
perspectives.
When
the
topic
is
connected
to
personal
interests
it
is
easier
to
understand
and
remember.
4. Games
force
players
to
be
active.
A
game
requires
players
to
progress
and
follow
a
certain
structure.
The
interactive
structure
of
a
game
makes
it
more
addictive
and
challenging.
If
a
player
does
not
do
anything,
nothing
happens.
Games
make
it
natural
to
interact
or
react.
The
it
is
not
only
about
the
most
active
students,
it
is
about

6. introducing
active
participation
as
part
of
learning.
If
a
student
does
not
do
anything,
hardly
any
learning
will
happen.
5. Try
out
games
for
role-­‐play:
observe
which
roles
each
one
will
take
and
how
they
act
in
their
roles.
Different
learners
&
different
kinds
of
learners'
needs
can
be
catered
in
games.
Games
offer
a
set
of
flexible
components
that
can
be
adjusted
based
on
the
learners
/
players
roles.
6. Games
emphasize
motivation
factors
like
competition,
progression,
co-­‐
creation,
social
aspects…
A
more
versatile
skills
management,
for
example
critical
thinking,
problem
solving,
logical
reasoning,
decision-­‐making
and
fantasy.
Think
of
individual
and
interpersonal
motivations
and
how
to
bring
those
to
the
learning
process.
Could
commercial
games
be
used
in
teaching?
A
game
can
break
down
learning
topics
into
snack
size
pieces,
and
help
to
look
at
a
subject
from
different
point
of
view.
Commercial
games
can
also
serve
as
tools
for
learning
outside
the
classroom.
Finnish
academic
Pekka
Kuusi
in
his
book
“In
this
human
world”
(1982)
listed
eight
special
human
characters
that
define
human
behavior:
1)
Communication
and
language,
2)
Love
and
socializing,
3)
Competition,
power
and
war,
4)
Data
and
science,
5)
Skill
and
technology,

7. 6)
Myths
and
religions,
7)
Beauty
and
the
arts,
and
8)
Economy
&
social
order.
All
of
these
can
also
be
seen
as
game
genres.
Love
simulations,
sport
games,
world
creation
and
management
games,
fighting
games…
Game
titles
ranging
from
Civilization
to
Myst
and
from
Tetris
to
Heavy
Rain.
Games
imitate
certain
parts
of
life
and
are
inspired
by
it.
Majority
of
commercial
games
are
developed
to
entertain
us.
In
the
sense
of
entertainment
products,
games
are
similar
to
books,
films
or
television
series.
They
are
aimed
to
inspire,
entertain
and
in
some
sense
educate
and
inform.
Media
literacy
enables
people
to
analyze
and
create
messages
in
wide
variety
of
media
modes.
If
you
want
to
utilize
learning
games
and
take
a
one
step
towards
more
concrete
examples.
Marc
Cunningham
(2010)
has
collected
17
of
the
teaching
of
the
available
commercial
game
examples,
how
it
is
used
in
teaching:
http://www.cunniman.net/?p=250.
But
if
you
want
to
do
something
on
your
own
and
create
games
with
the
students,
read
on.

8. So:
how
to
get
started?
"Playing
should
be
fun!
In
our
eagerness
to
teach
our
children
we
studiously
look
for
"educational"
toys,
games
with
built-­‐in
lessons,
books
with
a
"message."
Often,
these
"tools"
are
less
interesting
and
stimulating
than
the
child's
natural
curiosity
and
playfulness.
The
play
is
by
its
very
nature
educational.
And
it
should
be
pleasurable.
When
the
fun
goes
out
of
play,
most
often
so
does
the
learning."
Joanne
e.
O ppenheim
(Kids
and
Play,
ch.
1,
1984)
Motivation
works
as
a
source
of
energy
and
controls
the
behavior
(control
and
regulation).
Games
can
give
a
different
viewpoint
to
topic
of
everyday
life,
or
lessons
learned
in
school.
Motivation
in
games
is
about
intrinsic
motivation.
Intrinsic
motivation
factors
include
the
acceptance,
curiosity,
socializing,
and
improving
your
own
skills
and
competition
and/or
revenge.
The
games
evoke
emotions.
Emotions
are
an
important
fuel
for
commitment
and
getting
things
done.
But
if
you
do
not
know
anything
about
games
-­‐
How
to
get
started?
Let’s
start
with
the
fact
that
you
are
not
doing
Mario
or
even
Tetris
as
your
first
game.
That’s
for
sure!
Here’s
my
keep
these
in
mind
top
6:
1. Forget
3D,
massively
multiplayer,
and
technology
mumbojumbo.
Instead
think
about
the
game’s
rules,
structures
and
mechanics.
Think
about
what
kind
of
game
is
in
question
(e.g.,
problem-­‐solving,
adventure,
martial
arts,
simulation)
and
think
about
how
the
game
will
be
carried
out
(an
interactive
computer
game,
a
board
game,
a
card
game,
game
prototype,
animation,
dice
game,
character
play...).
2. Think
small
–
What
is
the
small
idea
or
experiment,
what
subject
or
thing
would
you
like
the
students
to
learn?
3. Define
and
write
down
the
learning
objectives
4. Chop
the
greatest
challenges
and
learning
goals
into
smaller,
intermediate
objectives
–
into
snack
sized
pieces
5. Recycle
and
copy
game
ideas
6. Keep
the
official
ratings
and
games
separate.
Rewards
are
important
but
it
cannot
be
an
official
evaluation
of
the
tasks
carried
out.
Here
are
two
examples
of
game
“frames”
based
on
these
six
starting
points
you
can
use
to
generate
games
with
the
class.
The
following
examples
are
very
rough
ones
just
to
highlight
the
thinking
behind
using
games
as
structures
and
chopping
learning
objectives
into
measurable
snack
sized
pieces.

9. EXAMPLES:
Example
1:
City
at
war
(history,
communications)
Building
of
a
game
in
a
co-­‐creation
fashion
can
go
like
this:
1.
Start
with
defining
the
game:
• Type
of
a
game:
problem-­‐solving
adventure
game
(combined
with
memory
&
puzzle
features)
• The
rules
of
the
game:
The
game
will
be
played
in
a
classroom
when
every
student
sits
on
his
or
her
own
places.
The
players
are
dealt
10
playing
cards
each.
The
cards
can
represent
traps
or
be
memory
cards
that
help
to
advance
in
the
game.
The
game
uses
a
dice.
By
rolling
a
dice
the
players
will
advance
in
the
game.
Players
need
to
solve
different
challenges
to
advance
in
the
game.
• Mechanics:
there
are
traps,
bonuses
and
penalties
(cards),
aimed
at
increasing
the
randomness.
• The
plot:
It
is
year
1939
and
the
city
of
NN
(your
city)
is
being
bombarded.
Your
home
is
in
the
middle
of
the
crisis
region.
Find
out
how
to
avoid
the
bombs
and
help
others
to
find
a
way
out
of
the
crisis.
2.
Start
with
a
small
idea:
The
game
is
a
memory
game
played
in
the
classroom.
The
idea
is
to
discover
the
history
of
the
homestead
and
make
the
history
more
tangible.
3.
Learning
objective:
•
To
concretely
understand
critical
reasons
and
implications
of
war
•
A
comprehensive
understanding
of
local
history
and
its
legacy
•
Discussion
skills
4.
Milestones:
(a)
Understanding
of
the
point
of
time
of
the
War.
(b)
The
effects
of
the
war
on
the
civilian
population
and
living
conditions.
(c)
Play
through
one
short
period
of
the
wartime
to
better
understand
the
longer
timeframe.
5.
The
game:
The
idea
is
borrowed
from
the
game
Monopoly.
The
game
has
memory,
knowledge
and
trap
cards.
Memory
cards
express
the
experiences
of
the
local
inhabitants
of
that
time.
Knowledge
cards
give
details
of
the
war
and
its
impacts
to
the
local
community.
Traps
add
the
aspect
of
randomness
and
challenge
to
the
game.
6.
Rewards:
Use
a
game
to
make
learning
more
concrete
and
enhance
the
actual
learning
experience.
The
prize
comes
from
the
gameplay
itself.
The
students
will
not
be
graded
based
on
their
performance.

10.
Example
2:
Flower
picking
(biology,
sports,
locality)
1.
The
definition
of
the
game:
• Type
of
game:
collect
and
compare.
• Rules:
each
plays
alone
or
in
a
team.
They
will
collect
plants
by
taking
photos
of
the
plants
with
a
camera
or
a
cell
phone
(camera).
In
the
collection
they
will
find
out
which
flowers
or
plants
they
have
collected
and
write
a
description
of
them.
• Goal:
try
to
get
as
rich
collection
of
pictures
as
possible,
complete
pre-­‐
defined
collections
and
find
rare
plants.
Get
rarity
and
victory
points
based
on
the
collection.
• The
plot:
the
story
is
about
setting
up
a
plant
information
bank.
The
students
need
to
help
in
localizing
the
plants.
2.
Starting
with
a
small
idea:
The
game
is
flower-­‐picking
game
and
is
played
with
a
cell
phone/a
camera.
3.
Learning
objective:
•
Examination
of
flora,
learning
about
different
plants
and
their
role
in
the
ecosystem
•
Learn
about
the
impact
of
pollution,
soil,
seasons…
•
Understanding
of
regional
biodiversity
4.
Milestones:
• Collect
a
diverse
array
of
plant
and
flowers
in
a
plant
gallery.
• Sort
and
identify
common
and
regional
plants.
• Give
a
more
detailed
presentation
of
the
collection
or
generate
a
game
to
be
played
with
other
students
(instead
of
a
presentation)
to
support
learning
from
the
peers.
5.
The
idea
is
borrowed
from
the
Pokemon
games
(“Gotta
Catch
‘em
All”).
6.
Players
will
be
rewarded
in
a
form
of
a
leaderboard
and
achievements.
Players
will
get
special
points
based
on
rarity
of
the
plants,
the
biggest
selection
and
so
on.
NOTE!
Consider
utilizing
different
viewpoints
or
playing
personas
in
games.
Different
views
help
to
understand
some
topics
better.
Cooperation
is
a
nice
way
to
change
the
dynamics
of
a
game.
The
students
no
longer
compete
against
each
other
but
collaborate
and
try
to
achieve
something
together.
The
game
can
also
be
just
a
structure
where
a
student
will
add
the
story.
If
the
students
are
into
snowboarding,
Harry
Potter,
anything…
they
can
use
their
hobby
as
the
background
story
and
that
way
make
the
learning
objectives
easier
to
understand.
That
way
they
will
also
understand
the
possibility
to
apply
certain
common
topics
to
different
contexts.

12. So
what’s
the
problem
teacher?
Games
could
be
a
great
addition
to
the
primary
teaching
methods,
but
often
they
are
not
used
because
of
the
following
issues.
-­‐
Curricular
requirements:
schools
follow
the
curriculum
and
the
learning
is
based
on
books
and
lectures.
Games
cannot
be
found
in
the
curriculum
because
their
efficacy
has
not
been
proven.
True
but
this
is
about
to
change.
-­‐
Attitude:
games
are
bad
for
us.
This
idea
is
typically
based
on
stereotypes
or
some
extreme
cases
that
exceed
the
threshold
of
mainstream
media.
Try
to
think
about
games
as
a
motivating
learning
structure,
not
as
Grand
Theft
Auto.
-­‐
Information
technology
is
not
the
only
option:
if
playing
on
a
computer
or
a
cell
phone
does
not
sound
like
a
good
idea
or
the
access
is
limited
to
computers
or
cell
phones
are
banned
in
schools,
just
use
pen
and
paper.
Teachers
do
not
play
games:
Teachers
do
not
generally
have
an
extensive
knowhow
of
games,
which
makes
it
harder
to
come
up
with
good
ways
to
utilize
games
in
schools.
Forget
digital
games
for
now.
Think
about
games
as
structures.
-­‐
Evaluation:
the
gaming
skills
are
not
considered
to
have
any
value
in
school’s
context.
Do
not
evaluate
gaming
or
edugames
the
same
way
as
more
traditional
learning.
-­‐
Evidence
is
missing:
educational
games
are
not
yet
broadly
used
so
there
only
a
few
practical
examples
to
copy
and
try
out.
There
is
still
a
long
way
to
go
in
order
to
make
it
easy
for
teachers
to
adapt
and
adjust
existing
learning
game
examples.
BUT
by
experimenting
with
games
your
class
can
be
an
important
source
of
information
for
other
schools.
Inspiration
There
are
some
more
traditional
educational
games
that
could
be
used
as
inspiration.
For
example:
•
MinecraftEdu:
http://minecraftedu.com/
•
The
Traveler
IQ
challenge:
http://www.travelpod.com/traveler-­‐iq
•
Expedition:
http://www.history.com/games/action-­‐
adventure/expedition/play
•
World
heritage
destinations:
http://www.history.com/games/trivia-­‐
quizzes/mankind-­‐world-­‐heritage-­‐destinations/play
•
The
life
of
the
ice
age
(BBC)
http://www.bbc.co.uk/history/ancient/british_prehistory/launch_gms_ironage_
life.shtml
•
The
Victoria
times:
women's
right
quiz:
http://www.bbc.co.uk/history/british/victorians/launch_gms_womens_rights.s
html
•
The
China
game:
http://playinghistory.org/items/show/540
•
Educational
game
portal
(in
different
subjects
and
grade
levels):
http://www.thekidzpage.com/learninggames/index.htm
•
Game
portal:
http://gamesined.wikispaces.com/Mathematics

13. Literature
(used
as
a
source
for
this
summary):
•
The
Use
of
Games
in
Education
(eHow.com,
2012):
http://www.ehow.com/info_8321667_use-­‐games-­‐
education.html#ixzz2Gp0TAvxM
•
Moving
learning
games
forward
(MIT,
2009):
http://bit.ly/10TPxZ0
IBM
future
visions
(2013)
http://venturebeat.com/2013/12/16/ibm-­‐reveals-­‐
its-­‐top-­‐five-­‐predictions-­‐for-­‐the-­‐next-­‐five-­‐years/
If
you
are
interested
in
using
free
game-­‐development
tools
and
making
actual
games,
you
might
want
to
check
out
my
presentation
on
“Everyone
can
design
games”
on
Slideshare:
http://www.slideshare.net/soppa/everyone-­‐can-­‐design-­‐
games-­‐girls-­‐game-­‐clubs.