Seeding and Nurturing Community Game Making Practices to Facilitate Learner Agency

Seeding and Nurturing Community Game Making Practices to Facilitate Learner Agency

Research Questions March 2025

Principle question: How can pedagogies to support CGD&P be enriched using socio-cultural approaches (CHAT more specifically)?

What contradictions arose in participation in this research’s CGD&P processes and how were they addressed?
How can the use of a collection of game design patterns support CGD&P, in particular in relation to abstract and concrete dimensions of existing pedagogies?
How can varied dimensions of agency be identified and nurtured in an evolving community of game makers? (and thus what subsequent implications does this have on understandings of pedagogy design)

Research Questions Jan 2025

What contradictions arose in participation in this research’s game coding processes and how were they addressed?
How does CHAT theory help us understand how game design patterns can be used in an evolving community of novice game makers?
How can learners build agency in an evolving community of game makers? REVISE

Notes

Add any here.

Introduction

This chapter deepens the analysis and discussion on RQ2 regarding the potential uses of gameplay design patterns (GDP) and concludes with an analysis and discussion on RQ3, addressing reflections on participant agency. Chapter 6 presented findings on the different uses of gameplay design patterns (GDP) using three foci of analysis: personal, social, and cultural activity. To begin, this chapter discusses these findings in relation to existing relevant research. Part one specifically addresses the complexities of the abstract and concrete dimensions of computing education using a concept from design research that explores the value of gameplay design patterns as an intermediate-level, pedagogical framework.

Part two shifts focus away from individual conceptions of knowledge and skill to examine the broader empowerment-related motivations driving this study within socio-cultural conceptions of agency. The purpose here is to ground this discussion of the study’s emergent cultural and interpersonal activity within the context of ongoing explorations into theoretical and practical applications of agency in socio-cultural research circles. To achieve this, I begin with an exploration of the study’s findings in relation to instrumental and transformative agency and the concept of mediation in CHAT. As a way to address cultural development in more depth, particularly the development of learner identities within the research activities, I develop an interpretation of relational agency drawing on Rogoff and Gutiérrez’s [@gutierrez_cultural_2003] concept of learner repertoires. To present a holistic picture of the complex cultural activity recorded in the research data, this discussion briefly addresses the wider aspects of the learning design. However, it concludes with a proposed contribution suggesting that a collection of GDPs can help participants and facilitators as both as component features of emerging game making repertoires and as a orienting framework to increase the inclusive characteristics of the learning environment. Part two ends with an exploration of metaphors that synthesise significant features of the learning design which influence dimensions of agency.

The final part of this chapter returns to gaps in the research landscape and outlines two key areas of contribution to the field. Firstly, it presents an applied computing pedagogy structured around the use of GDPs. Secondly, it offers a complex interpretation of shifting forms of agency grounded in this case study. This second, more philosophical, contribution is also grounded in a utilitarian approach to design-based research and formative interventions. As such, it communicates practical concerns to inform future recommendations for practice.

Part one - Exploring concepts of abstract and concrete knowledge frameworks in relation to Game Design Patterns

Recap concepts of abstraction
Link to data
Then begin practical use of this take - tinkering pedagogy
core proposals / model as proto-contributions

The tension between abstract and concrete dimension of the process of learning to program runs as a theme through the literature of the domain of computer game design and programming (CGD&P). This section recaps the characteristics and limits of existing pedagogies in the domain of CGD&P addressing conceptions of abstraction including computational thinking; the role of levels of abstraction for teachers and learners; and the value of epistemological pluralism as a way to value concrete approaches. It then explores these characteristics in relation to the data of this thesis. The section concludes with a proposal of GDPs as an gateway construct located to access abstract and concrete dimensions of the learning experience, demonstrating their utility for educational designers, researchers and for participants. In addition a technical pedagogical structure is advanced and given an term of remix enabled elective pattern patching (REEPP)

1. Conceptions of abstraction in the research field

1.a in chat

To start, let us consider abstraction using this study’s theoretical framework of activity theory. The research process and the evolving design involve a process of rising to the concrete, an analytical process involving identifying from concrete data an abstraction of interest and utility and leveraging the power of this concept to generate distinct concrete instantiations of it.

For Sannino’ [-@sannino_activity_2011] distinction between empirical abstraction, described as “observation and categorization”, and theoretical abstraction, characterised as “practical transformation, change, and experimentation”. The utility of such theoretical abstraction lies in its ability to generate “concrete manifestations and developmental forms of the reality under scrutiny”, hence the use of the term germ cell [@sannino_activity_2011, p.590]. An empirical categorisation of occurred in early stages of the research where features to be added to the game were classified as varied forms of gameplay features (see Chapter.5 and Appendix.x). The theoretical abstraction that emerged from the process of facilitation the implementation and observing the varied use of these gameplay features as socio-cultural concepts was a guiding conception is the pedagogical utility of conceiving of such game features as gameplay design patterns.

Most specifically relevant to this section, is a structural feature (from research on design patterns), of the utility of a strongly coupled link between observable game features, a description of the design structure and resources to facilitate implementation in the target code environment.

This concept becomes the root of the varied approaches and forms of support outlined in Chapter 5 and in the resulting uses of GDPs in Chapter 6. IS THIS NOT ELSE WHERE FIRST? Chapter 5 for example? YES - RETURN TO CHAPTER 5 TO OUTLINE THIS MORE CLEARLY. CHECK THE TRAJECTORY OF THIS CONCEPT IN THESIS.

Chapter 2 exposed a gap in the research in this area in terms of specific implementations designed to improve programming skills. MOVE THIS OR SET OUT PATHWAY?

To address this gap, the following section makes a parallel between the utility of germ cell concepts and so-called strong concepts or intermediate knowledge in design theory [@hook_strong_2012; @barendregt_intermediate-level_2018].

1.a.ii. intermediate construct

MOVE MUCH OF THIS TO CHAPTER 2. FOCUS ON THE GAP

Design patterns in computing contexts are presented as a middle ground between abstract theories (e.g. computational thinking) and more concrete techniques. “Formulations that are too abstract will be impractical in real design use; those that are too specific will be difficult to re-use in new scenarios.” [@dearden_pattern_2006, p. 20]. Höök and Löwgren [@hook_strong_2012] illustrate this midway concepts as heuristics or design patterns between concrete instances of products and more general theories e.g. constructivism [@stolterman_concept-driven_2010].

The work of Eriksson et al. [-@eriksson_using_2019, p.15], drawing on a framing design patterns as “intermediate-level concepts” between the detail of concrete implementation and more general theories [@hook_strong_2012], use gameplay design patterns with young people and used a curated collection of GDPs as a base for the young people make design suggestions to alter a game, In this study they do not modify computer code. As such, there is still much work to be undertaken addressing the utility of GDPs to support novice programmers. In addition,

As explored in Chapter 2, the work of Eriksson et al. [-@eriksson_using_2019, p.15], drawing on a framing design patterns as “intermediate-level concepts” between the detail of concrete implementation and more general theories [@hook_strong_2012], use gameplay design patterns with young people and used a curated collection of GDPs as a base for young people to input ideas for game redesign. This research strand originates in the field of human-computer interaction [@eriksson_using_2019; @hook_strong_2012; @barendregt_intermediate-level_2018]; however, in most of these studies, the nature of the general theories is not clearly articulated. Therefore, before exploring this aspect in relation to data on use of GDPs, of value to articulate this in the context of computing education by revisiting LR material.

1.b In computing education pedagogies

THIS SHOULD JUST BE A SUMMARY - OTHER MATERIAL MOVED TO CH. 2.

The use of design patterns to support learning coding and has been explored chiefly on professional rather than novice learners. While work on design patterns to support novice game programmer exists, it focused main on transfer to science simulation [@repenning_scalable_2015] or analysis and assessment of code complexity [@werner_children_2014; @bienkowski2015assessment]. Before fully exploring my research using this framing of intermediate-level concept I address the role of conceptions of abstract and concrete in research within the domain of learning programming: specifically I address computational thinking, levels of abstraction (LOA), and epistemological pluralism including succinct analysis the findings of this research using those concepts.

Comparing to pedagogies explicitly teaching abstraction, computational thinking and LOA

Chapter 2 explores definitions of computational thinking varying in degrees of abstraction or application. Two notably interpretations include Wing’s [wing_computational_2006] focus on abstraction encompassing as overarching computing principles and high level structural design approaches, and Resnick and Brennan’s [@brennan_new_2012] more applied approach including computational practices and perspectives. In addition, the concepts and legacy of Papert and Turkle’s [-@papert_epistemological_1990] exploration of diversity in coding approaches to counter this dominance of dominant formal, abstract approaches, highlighted the value concrete bricolage approaches, a proximity to the code and strong links between function and form. Bricoleur types are described as preferring to stay in closer contact with a concrete sense of the outcomes even at the expense of programming efficiency or neatness of code. The authors’ exploration of the types of coders as either Planners or Bricoleurs can be used to begin analysis of aspects of the making styles explored briefly in Chapter 5. The author’s perspective, aligns with my own which is that abstraction is clearly useful in computing projects but can be a barrier to participation.

Chapter 5 detailed how the process of concrete exploration and rapid feedback was supported by design decisions. In line with constructionist design heuristics [@resnick_reflections_2005], My structural pedagogical design helps a concrete approach for participants by abstracting away, or black-boxing more complex and abstract element of the starting template. Specifically this involved, The process of code decomposition via the pre-existing functions in the code template, the structuring of the template with key variables moved to the start of the code, and abstraction again in template via the graphical design tool in the form of a grid matrix in an array data structure. Processes of decomposition and pattern recognition were present in the structuring of the collection of GDPs.

This decision to undertake some of the potentially valuable (as a learning experience) abstraction was justified by supporting concrete coder styles and also allowing greater focus on more relational elements of the learning design (explored later). Turning to impact (which is limited), in terms of data, observations show many of my participants operating as bricoleurs, feeling their way through their game-making via smaller-scale iterations rather than extensive periods of planning followed by implementation. The following

Exploring data using concepts of Levels of Abstraction (LOA) & PRIMM

In Chapter 2. concepts of LOA and PRIMM were explained as pedagogies advocating the potential role of alternating between abstract and concrete concepts in semantic waves. Specifically to deepening knowledge by packing and unpacking abstracted concepts via concrete experiences, a process similar to praxis via dialectical movement explored in Chapter 3. The pedagogies are advanced to help teachers design learning experiences which in part allow for participant shifts in perspectives.

It is relevant to distinguish the interpretations of different dimension abstraction described above: specifically Wing’s and Papert’s conceptions of abstraction, which can be described as present in top-down planning processes, and generalisable beyond context and abstraction present in the LOA framework is be characterised instead as a goal-design-code-results hierarchy, with the goal being the most abstract.

Addressing CT abstraction in observations of video data, as explained previously (where? if not move down) exploration of abstract CT concepts are rarely present. Given this, observations of semantic profiles in this dimension of abstraction are limited in terms of semantic density. However, following an interpretations of GDPs as an intermediate construct [@eriksson_using_2019] between abstract concepts and concrete implementation shifts do occur between participants goal formation and the concrete implementation using design practices and specific code structures. The following diagram is an approximate representation of this relatively movement between poles using the time period covered in Vignette 2.

Illustration 7.x - Semantic profile in Vignette 2 {width=95%}

More concrete aspects of CT code concepts and processes are present in data, but only when adults with relevant knowledge facilitator, either myself or parents, do point them out and during the process of code implementation. Thus, while the scope of movement here is relatively shallow, given a different focus or motivation, say that of a need to explore concepts due to curricular or exam pressures, an alternative pathway involving the exploration of abstract elements of computational thinking would have been possible. A possible alternative profile is represented in the illustration below.

Illustration 7.x - Possible alternative semantic profile {width=95%}

In different contexts, the process of supporting students to follow the dotted path into areas of more abstract concepts could have been scaffolded further through guided reflective processes. As explored in Chapter 5, I explored modifications to the documentation to include candidate of the map of learning map dimensions in the initial descriptions of GDPS ( see Appendix.learningDimensions.)

A process to encourage this would be a gamification of the process of reflection, perhaps by attributing badges or points to the a successful reflection of different elements of learning dimension. The extrinsic nature of the process of gamification matches here the extrinsic contextual factors of examination-driven education. While this is a potentially fruitful area for future work, given the core context of non-formal learning of this study it was de-prioritised in this thesis.

Turning to interpretation of LOA [@waite_abstraction_2018] in video data we can map the levels of abstraction to shifts between conceptions of goals, implementation in code structures, and observations of results in my findings. While the teaching of the theories levels of abstraction is not explicit, movement is clearly happening, as demonstrated by the table below.

Level	Focus	Example
Conceptual Level	Thinking about the GDPs to be added to the game	Goal formation, prioritisation
Design Level	GDP supporting documentation scaffolds this process	What it should do is to a large extent preset via documentation.
Code Level	Writing the actual code, is supported via code patching	is supported via code patching, and a structure which encourages modification
Execution Level	Understanding the outputs	A strong correlation between goal and outcome, as playing the game product is very immediate.

Table. 2.x Breakdown or Table of levels of abstraction. [@waite_abstraction_2018]

With this focus, we can analyse my learning design where movement between layers of abstraction and concrete is happening. However, rather than a neat semantic sine wave as depicted in Fig 2.x in Chapter 2, for my participants, such shift are often rapidly and chaotically structured.

Each time the participants imagine and choose a design pattern, implement it and then test it shifts in LOA occur. Even on a micro level when using the affordances within the template, variations in LOA are present.

THIS AREA MAY NEED MORE DEVELOPMENT VIA EXAMPLES

Examples pervade the data of Vignettes, and descriptions of fluency in Chapter 7 in part stem from the fluid shifts in these levels. The level of detail in Vignette 2 for example is a good indication of rapid shifts. In addition the observations in the discussion section of Chapter 6, which reject design stages, in favour of more chaotic improvisational approach.

Is Bricolage at odds with Semantic Waves / LOA- MOVE LATER?

Given that the semantic profile of work in Vignette 2, typical both participants in this study aligns with the description of a bricoleur’s approach. It is of value to return to analyse the Papert and Turkle’s [@papert_epistemological_1990] maker styles of planner and bricoleur, and explore if if an approach of concrete bricolage is odds with advocacy for alternating between abstract and concrete dimensions, present in research on semantic waves[@curzon_using_2020], and LOA research [@waite_abstraction_2018].

For while alternations within LOA exist as show above distinctions exist within the design level of LOA. A bricolage approach in at that level would avoid abstract design structures which detract from a close relationship between the code and the desired results.

This shallower semantic profile in data in the learning design of this research, the black-boxing abstraction present the template and the close coupling present between the design and coding levels (from LOA) in the scaffolding of GDP patterns.

This characteristic is both a limitation and a positive features. indicating a suitability for their use to support this more concrete approach to developing programming.

Given the barriers present in abstract approaches explored in Chapter 2, the restriction in semantic density in terms of abstraction is clearly appropriate here in order to prioritise accessibility and flow experience.

AT THIS POINT - > It is of value to address the utility of framing the design element of the use of GDPs as intermediate-level frameworks [@eriksson_using_2019].

Summary of the potential utility for several stakeholders

The evidence and examples surfaced in Chapter 6 and the previous section support a view that the GDPs can form the basis of productive research and pedagogical frameworks. While the work of Eriksson et al. explored the utility of GDP concepts in several dimensions the focus was on utility for the research community. Thus the following section makes more explicit the observed and potential uses of GDPs for different stakeholders in this context: specifically, comparing their utility for researchers, participants and facilitators/ learning designers.

for researchers

MOVE TO A CONCLUSION / CONTRIBUTION Given that the focus of this analysis addresses the utility for the researcher rather than that of participants, this research significantly advances these contributions.

In the framing of CHAT, the implementation of GDPS can be treated as a distinct activity systems (see Fig in last chapter)

For facilitators / teachers

While this research doesn’t negate or preclude the value of explicit teaching of more abstract dimension of computational thinking, it suggests that GDPs are a more suitable accessible leading pedagogical framework than computational thinking.

MOVE? OR REFRAME AS ON-GOING GAP / TENSION. A tension exists in research on project-based approaches to digital making, in finding appropriate level of scaffolding [@waite_teaching_2021; @quintana_scaffolding_2004]. The use of conceptual and practical frameworks to scaffold domain specific working practices can help ameliorate the dialectical tension between engagement via tinkering and requirements to promote “principled understanding” [@barron_doing_1998, p.63].

Turning to the utility for designers and and facilitators, it follows that the concerns above are also relevant for this group of stakeholders in terms of supporting learners. GDPs can also be useful for wider pedagogical and analytical motivations. One such motivation is the ability for a solid understanding of GDPs to open up exploration of other concepts.

NOTE SURE OF THIS My reflections on research data support a proposition that there is utility for facilitators to be aware of the level of abstraction present in different elements of project learning design. This value encompasses both the concepts that learners are working with and those which are potentially accessible via explicit teaching.

The close coupling between design and code structure levels in my design may not align with LOA principles given that “1:1 mapping between the design/algorithm and the code may lead to confusion between the levels” [@waite_abstraction_2018-1, p.21]. However, given that Waite’s subsequent research does not include examples of activity explicitly teaching abstraction [@sentance_teachers_2019; @sentance_teaching_2019], what counts as explicit teaching of abstraction is not clear.

For participants Addressing utility for participants, in computing education, design pattern-based approaches have benefits in making complex problems more modular and concrete [@muller_almost_2004-1; @waite_teaching_2021].

The strongly coupled link (present in this design) between description, and implementation, articulated as a problem-solution structure that is present in conventional conceptions of design patterns.

This coupling bears examination in relation to the positioning of GDPs as a leading activity, as illustrated by my decision to treat the implementation of each GDP as an activity system in itself. While the previous chapter explored the use of GDPs in various facets, this section turns to their utility for learners in this abstract/concrete domain.

Firstly, GDPs are particularly helpful in participant goal formation, as explored in Chapter 6 in the sections on ideation and prioritisation. Secondly, the close coupling in patterns strongly supports the navigation between different project stages (explored in this chapter as LOA) via careful structuring of resources and documentation. Thirdly, GDPs help with the division of labour between collaborators, which is relevant here. For example, when tackling more abstract processes, concepts, and terminology. These roles are often taken on by a more competent partner. Thus, participant perspectives shift between the wider goal of making an engaging game for a real or imagined audience and a narrower goal of implementing a game design pattern and the technical actions and operations needed to complete it.

Reframing use of GDPs from intermediate-level knowledge to a gateway framework

MOVE LATER? AND DEVELOP WITH REFERENCE TO SOCIAL AIMS TOO? Given this shift to include the utility for participants and the problematisation of the term intermediate, I propose a change in terminology. Instead of an intermediate framework, I propose the term gateway framework to avoid the confusion explored earlier in terms of its position within a hierarchy.

Within this line of inquiry concerning navigation of different levels of abstraction within this process, the characteristics of such a gateway framework would usefully include the following elements.

Firstly, the process guides learners to use GDPs as their primary leading activity or object of activity (using CHAT terminology).

Secondly, a working code framework or template is provided with affordances strongly coupled with object output, providing immediate feedback.

Thirdly, just-in-time supporting resources are provided, closely aligned to the sub-goals of GDPs. Finally, this gateway framework may also facilitate reflection on its use, and reinforcement of this process can be structured using supporting tools, such as a learning map (see appendix.learningmap for an example in P4).

In the previous analysis of the use of GDPs through the lens of research on the abstract and concrete dimensions in computing education, there is an alignment with the personal dimension of knowledge highlighted in the previous chapter. For participants, the framework of GDPs facilitates goal formation. Once engaged with this goal, participants can use the affordances of the design to traverse different LOA without explicit instruction in the process of playtesting. The following section develops an analysis of the findings from the last chapter, outlining the potential of GDP concepts, especially within playtesting, to support these participant shifts in perspective. The following section addresses the social and cultural aspects of this study, using the development of varied forms of participant agency as an analytical lens.

Recap is GDPS a good framework or what? - PERHAPS MOVE TO CHAPTER END?

The work of Quintana et al contains useful guidelines for checking the suitability of a framework to support science education [@quintana_scaffolding_2004]. In particular guideline x, and y can be identified in the use of GDPS in this research.

MOVE LATER? Given the exploration of LOA, semantic waves, and Papert’s work. Does the framework provided by GDPs sit between a more abstract theory and concrete implementation as given? Waite’s conception of LOA would place the implementation of each GDP at the highest level of abstraction, whereas the more potentially transferable nature of Wing’s abstract CT conceptions would form a candidate for a more generalisable theory. As such, GDPs would be situated between those and concrete implementation.

This feels like a different section now.

First area of contribution to the research in the field: An applied pedagogy with detailed analysis of inherent structural components - REEPP

This chapter contend that the underlying structure of the learning design in addition to support the social and cultural processes described above, is a valid contribution to the field as a technical pedagogical structure. This technical structure synthesises use of a code playground, game library, a half-baked game template, UMC pedagogy, and the use of a collection of game design patterns. While similar approaches exist this pedagogical structure is innovative in the way systemic tensions have been resolved and congruencies introduced.

This section summaries the utility an innovative elements of this structural / technical approach

The judicial process of abstraction, referred to in design domain as black-boxing is present in several aspects of this technical approach (see Appendix.tech for fuller details). Examples include: use of code playground and existing template to simplify the use of the interacting web technologies; structural and syntactical template design decisions,

Turning more specifically to the utility of the identification of structural use of GDPs as a germ cell concept, this break through facilitated the development of different progressively graded objectives (recognition, use and modification), as a concrete instance of UMC principles, which helps address the tension between freedom of choice of learner pathway, and expression of interest within a manageable technical structure (with relevant supporting documentation).

The structure synthesises element of scalable game design (SGD) and Use Modify Create (UMC) pedagogies.

While SGD was limited in participant pathway choice, my design is not. Following the rationale of choice limitation as a strategy to reduce facilitator stress [@lytle_use_2019], this design using a limited menu of GDPs as a structural and navigational framework.

While concrete, I propose that the instance constitutes a replicable pedagogy which is a valuable contribution to pedagogies in this area. To communicate the essence of this structural, technical model I propose an acronym remix enabled elective pattern patching (REEPP).

My research data shows the value of the REEPP approach to facilitate a socio-cultural approach to game making. The scaffolding provided by the template and the close coupling of the purpose, description and implementation of each GDP accelerates and supports the making process which in turn allows for greater possibilities of social and cultural making via playtesting outlined in the following section.

Thus the structural elements of this design facilitate the kind of relational pedagogies originally advocated by Papert and but which have too often been missing from research in this field. LINK

WHY RELEVANT? PATHWAYS? These varied forms of documentation, and their varied adoption and propagation represent different approaches to scaffolding the process of becoming familiar with and then modifying to the code in often increasingly ambitious ways.

Part Two - Agency, and re-mediation of repertoires in third spaces

The motivation of this study transcends concepts of efficacy of how to support the technical aspects of coding process. As such, the heavy scaffolding of the REEPP framework facilitates a more socio cultural approach as a way to address gaps in current CGD&P research in soci-cultural approaches, as noted in Chapter 2 [@kafai_constructionist_2015]. Despite Papert’s [@lodi_computational_2021] foundational focus on the community application of created projects continues in legacy of constructionism. For example, the articulation of Resnick on computational fluency, addresses the limitations of research focusing too narrowly on technical approaches and toolsets rather than their expressive potential (and thus within a community) and focused on toolsets rather than pedagogies [@resnick_seeds_2020; @resnick_coding_2020].

Given that a guiding motivation of this study to explore the process of designing and facilitating for participant empowerment learning to program, it is valuable to articulate different types of agency. The following sections are structured in the following way:

Firstly, an exploration of evolving expressions of agency emerging from the research data, specifically instrumental, transformational and relational agency, is undertaken.

The second section is an exploration of the key characteristics of participants agency using concepts emerging from the Fifth Dimension (5D) strand of research, which while not specifically concerning computer programming, is aligned with the socio-cultural ethos of this thesis. Specifically, I take inspiration from the work of Gutiérrez to re-examine the evolution of participant agency as a process of blending or even patching of repertoires of different types and sources.

Instrumental and transformational agency

The exploration of tensions in Chapter 5 summary, design decisions of tool use can to increase agency in practical terms by providing affordances or by removing barriers to use. Conceptually these practical dimension can be framed as instrumental agency or removing aspects of negative liberty caused by technical barriers [@matusov_mapping_2016, p. 433]. Chapter 6 outlined examples of mediation and instrumental agency in the use of GDPs aligned often with a personal appropriation (are shown in varied forms in Table 6.1). The process of abstraction of complexity explored above would also fall into this category. Examples of designed attempts to facilitate instrumental agency would be steps taken the resolution of tensions surrounding authenticity of coding web development language, coding environment and documentation.

A distinction can be made with and a transformative agency [@isaac_cultural_2022], in that expression of instrumental agency are unlikely to provoke environment changes in the activity system at hand. Thus instrumental agency in education can be viewed as an uncomplicated view of mediation as a means to achieve pre-set goals. Thus designing for instrumental agency is often framed within an instruction or school setting.

In line with collective conceptions of agency explore in in Chapter to, transformational agency may stem from transcending individual motivation but also involves a transformation to systemic constraints. As outlined in chapter 3, Sannino explains TADS using a metaphor of a using a kedging anchors [@hopwood_agency_2022]. In this metaphor the act of casting out the anchor is a visible act of volition which aims overcome conflicts blocking activity progress.

While affordances for mediation in conceptions of instrumental agency may be visible within the learning community, this metaphor encompasses a sense of the exploratory nature of the transformation, and that the leverage or catching point for change may not be immediately visible to activity participants in the activity system. The process may serve to surface previously unknown forms of mediation and use of tools not only for those undertaking this volitional activity but also others in the learning community.

Understandably, examples of this process in the research process were prevalent in early stages where participants had access to little in terms of supporting resources. Illustrative attempts of TADS are present in (Appendix.design.p1). For example, email correspondence from myself to participants asking for help in organising project work resulting in the emergence of list of proto-typical GDPs. Additionally the process of leading with exploration of a half-baked template was an experimental response from feedback from participants requesting more hand-on work with the tools before beginning planning. Thus emergence, via interaction between participants and myself, of and the use of a half baked template and GDPs as a suggested leading activity and pedagogical framework is a manifestation of transformational agency.

Engendering transformative agency

As a designer I began to noticed acts of volition to adapt the game making process, for example in adapting the game to add sound and characters of interest. In preparation for P2, to aid learners evolving activity, and then tried to add explicit affordances and make them visible to learners.

The process is on-going and mutual. Additionally, this work happens in an facilitated environment. Design decisions server to clarify common problems areas, thus making the water clearer to better see anchor points. Integrate research on engendering authorial and transformative agency [@engestrom2006development; @haapasaari_emergence_2016; @sannino_formative_2016].

Relational agency

The process of developing new repertoires is not a solo process. The complex relations between participants outlined in the vignettes and data of the last chapter, in particular that in guided participation and cultural activity, demonstrate interdependence characteristic of relational agency.

Edwards [@edwards2009systemic] explores relational agency within a CHAT framework as transcending individuals capacity to encompass collective problems solving via specialisation and diversity of approaches within activity systems. As a collective participants can overcome systemic contradictions via expansive learning, rearranging working relationships and thus opening new forms of relational agency. This concept is illustrated by the importance of feedback in community making and tinkering activities leading to increased “relational expertise” in partipants [@digiacomo_relational_2016-1 , p.144],

Shifting forms of agency

This interpretation highlights possible shifts in forms of agency and an emerging dilemma in the evolving learning design. Initial blocks are solved by transformative agency, patterns and tools become established in the community, and agency shifts to and more instrumental.

Name	Transformative Agency	Instrumental Agency	Relational Agency
Characteristics:	When participants are blocked from progressing or what to move their work in an new direction	Instrumental agency is present in the straight-forward mediational use of existing written instructions and in-template affordances.	Relational agency is present in the interactions between participants asking for help, sharing developing expertise, and via incorporation of home interests in new repertoires of practice
When shown:	In P1 before written instructions were available. Also in P3 when diverting from the existing template paradigm (V?).	Present from P2 onwards.	Relational agency is present in P2 where forms of it emerge organically during playtesting and in P3 where it is also structured by introduced activities
Examples:	In P1 participants suggest the use of lists of features as a key organising tool, a process culminating in a collection of GDPs. In P3 Toby and Dan make a maze game instead of a platformer game (V?).	Examples: in use of quick start activities, and in V2 Toby use of written instructions	In the following vignettes

Table. 2.x Characterisation of types of agency in the design

Implications for design & a contribution proposal

In the introduction I outlined that a driving motivation of this research was to better understand chaotic learning environments, of which P1 is an example. Given this draw to conditions of TA, such shifting forms of agency could create a resulting tension.

As a learning designer, design decisions to reduce practical tensions, increase the instrumental agency of learners allowing them to experience a feeling of control over their creative process. However, in adapting designs, and thus increasing affordances and instrumental agency here is a danger of designing away the possibility for transformational agency.

To retain this potential for transformation it may be advantageous to keep some key areas of the learning design should be more open in structure to encourage the emergence of participant responses and novel practices. Evidence of this exists, beyond P1, there were still spaces for TA once the core pedagogy is in place. For example, in Vig. Tody and Dan the break out of the template to create a different genre.

Also, not everyone like messy / sketchy pedagogies, there is a danger that levels of stress for participants may reduce the inclusivity.

Gap in research: At this point we can readdress one of the gaps addressed by the problem statement of the thesis: The importance of designing for agency and lack of studies which do that using socio-cultural perspectives.

The following discussion section reframes and analyses data in relation to existing research, drawing on concepts of FOK, third spaces and repertoires of practice.

It concludes by proposing that understandings of CGD&P pedagogies can be enriched in two dimensions, firstly in design and secondly in a deeper theoretical understanding of concepts of agency development.

LINK

The following section examines

Reframing research findings using socio-cultural concetps of 3rd Spaces, idiocultures, and repertoires

Structuring this section:

Overview / recap of relational agency and repertoires in theory
3rd space, as a space and Playtesting a space
Movement between spaces, repertoires in practice (FOk) practices, Dol and helping styles
Identity formation
- via specialism
- via variations in playtesting, playful example
- Intervention to encourage player styles,
Summary of Blending as a process, playtesting as a process -

This section moves beyond instrumental and transformative agency to a wider more ecological interpretation of agency helpful in deeper analysis of the cultural plane of activity.

In chapter 6 we examined the complexity of the expanded object in this reserach, noting the diversity in terms of motivations and mediational strategies using 3GAT terminology [@engestrom_development_1996]. The following section builds on the foundation of 3GAT in terms of conceptions of interacting activity systems [@engestrom_development_1996] using concepts of repertoires of practice and third spaces. As explored in Chapter 3 Rogoff and Gutiérrez [@gutierrez_cultural_2003; @gutierrez_youth_2019-1] contribute to discussion of expansive learning in CHAT with the concepts of repertoire formation to both, a provide recognition of the way learners bring home practices into learning spaces, and as a positive enacted demonstration of diversity in learning practices. They incorporate broader cultural factors including issues of participant identity and movement of practices between learning settings to communicate a diversity of participant repertoires, via mediational tactics and resources in learning contexts [@gutierrez_rethinking_1999].

Gutiérrez [@gutierrez_developing_2008] identifies the vital role of learning designers to facilitate th the movement of identity between settings’ repertoires of practice the “cultural mediation of thinking” (Moll, 1998), cited in [@digiacomo_seven_2017] p.44. is via responsive learning design.

In the last chapter, data on activity on the cultural plane exposed elements of transfer between different activity systems in a way which provides a strong case study detailing the use of external repertoires and their re-mediation into new repertoires via playtesting as a third space. While the data in the last chapter address aspects / elements of repertoires which incorporated GDPs, this chapter widens the focus of data examined to include other element of practices which help participants incorporated home repertoires as an inclusive practice. This data is reframed and deepened in analysis using socio-cultural concepts via the following sections: list sections here, here, here.

The examples of cultural uses of GDPs in the last chapter included for use in helping design for others, as a way of incorporating home funds of knowledge and to encourage the propagation of existing and emerging design elements and practices through the community.

The nature and process of this community evolution merits exploration. As such, this section steps back to discuss the emergence of these practices.

EXAMPLES ?

EXAMPLES?

Later propose that providing a menu of GDPs can, as with accessing more abstract concepts, act as a gateway framework to facilitate to process of development of social and cultural repertoires of practice.

Playtesting as a suitable medium for emerging activities creating third spaces

Previous observations highlighted an emerging idioculture.

Gutiérrez develops this idea with a space for such emerging cultural activities. Third space theory.

Playtesting as an incubator for emerging cultural activities, has been crucial to the development of later stages of this learning design. The sum of introdued and emerging elements of repertoires can be framed as constituting the development of a particular game making idioculture.

As explored in the literature review, playtesting is a process common to game making which corresponds to the evaluation phase of design thinking cycles and the process of user testing in HCI [@fullerton_game_2018].

The role of play as leading activity is explored by Gutierrez [@gutierrez_learning_2019-1] to facilitate movement between sites of learning

An analysis on the role of playtesting and an emerging forms of playful playtesting follows.

Identity formation (within third spaces)

The relationship between developing effective repertoires and the affective relationship to the activity relies on the participants being able to identify with the ongoing activity thus informing a processes of inclusion.

Barron’s helping roles [@barron_parents_2009], Roque [@roque_family_2016; @roque_im_2016] employed supporting facilitators to highlight and celebrate the helping processes parents used to support children in a making environment.

Thus while under explored in existing research in CGD&P, it is of value to explore the process of design for identity development via supporting repertoire blending, in particular, due the focus of this study in non-formal settings communities - [] FIND SUPPORT

The following sections are an exploratory mapping of some possible design features which may represent component repertoire elements or facilitate the process of identity development within the design in other ways.

EXAMPLES EXAMPLES

Funds of Knowledge / DoL repertoires and how they emerge (in playtesting practices in particular)

Other research by Gutierrez addresses the importance of participants movement between sites of activity and its impact on learning [@gutierrez_developing_2008; @gutierrez_learning_2019-1].

One way this happens in my research is via FoK as explored in Chapter 6.

One of they key findings of the previous chapter is the diverse use of GDP concepts within processes which allowed participant to incorporate practices and interests from home life or other spaces. Most notably this is seen within the sections on divisions of labour and use of funds of knowledge and identity.

Examples include: being the identification with graphical art and the development of specialism in Madiha’s family, the general use of game playing knowledge, home pedagogies like paper based sketching and more professional knowledge brought by Dan. This blending of the use of GDP concepts, in-template affordence, supporting resources, with such knowledge and practices from other activity systems can be analysed using the concept of repertoires.

Expressions of identity in variations in approaches to playtesting

Some participants refrained from extensive testing of other games, waiting for others to test their games and observing their responses. Others were very social in their playtesting approach. Madiha making very positive comments on design of player characters and building relations in that way. The last chapter showed that some participants used playtesting as a way to gain idea of what to add to their game next and to ask for direct help in that process.

Some children added additional playful elements to playtesting (see Appendix.playtestingtypes). Playtesting surfaced design practices which involved a playing against game design norms of the genre.

Some in particular brought a physicality to the process, clustering in a particular zone of the class, referencing the game play elements, acting them out, attempting to change the games of others and playful tussling as part of resistance to those changes.

Playtesting acted as a stimulus and incubator for emerging socio-cultural practices prompting me to ask if suitable affordances be added to the design to encourage their further growth in line with Gutiérrez’s valuing of the inclusive, diverse properties of hybridity in practices [@gutierrez_rethinking_1999].

I observed an evolution of the form and function of playtesting by young participants as an expression of agency by participants.

COMMENT - This evolution maker types here exists especially in social makers, glitchers and magpies.

Within more narrowly defined game making activities centred around altering code and assets of their products, learners who had mastered certain specialist skills were asked by others for help. Their developing roles as domain experts provided additional affordances in the learning community and building an identify as specialist within it.

The diversity in playtesting behaviours drove my reflection on the additional motivations bleeding into this system from other activity systems.

The work of Stone and colleagues [@stone_problem_2007-2] underline the importance of “opportunities to transform learner identities needed for zones of competency” as something that can and should be designed into inclusive learning environments (focusing on goal development).

Inspired by the work of Barron and Roque [@roque_family_2016; @roque_im_2016] to begin to surface and nurture making and helping styles. The use of these roles by facilitators reinforce a existing competence in a new space.

I extend this beyond parent roles and identity to include all participants, via design as well as feedback, with a similar aim to engender a feeling of domain competency.

The introduction of maker types and side missions as affordances of my pedagogy to legitimise diversity - MERGE UP

Rogoff and Gutierrez’s initial motivation in their exploration of repertoires was to challenge simplistic, overgeneralising approaches regarding learning styles especially if applied to non-dominant communities [@gutierrez_cultural_2003]. The researchers highlight the value of identifying potential funds of knowledge framed as “linguistic and cultural-historical repertoires” that learners bring to learning environments [@gutierrez_cultural_2003, p.22].

Rather than refocusing participants back to more coding-focused activities, I coded playtesting and game making approaches in to a loose typology (see Appendix .makertypes for fuller detail).

While not a conscious link, there is a parallel to the contrast between planners and bricoleurs present in this typology. By way of contrast the wider focus playtesting as well as coding behaviours.

Some approached objectives in a methodical manner, others socially and others embracing a playfully disruptive stance. Some decided to focus extensively on the creation and implementation of graphical assets and level design.

The process contextualises and legitimises the previously peripheral activities with the groups conceptions of the idioculture of the wider activity. This recognition of the hybridity of possible modes of participation increases conceptions of enacted diversity of the community. This strand of thought also invites a deeper theoretical examination of the value of identify formation.

6. Synthesis, potential of explicit structuring of identity formation / spaces for blending of repertoires

QUICK LIMITATION / SCOPE While I have an interest in future research in the specific social and cultural pedagogical techniques used in this study, in particular the use of side missions linked to participation types within a drama process (see appendix.MOE), such analysis has had to been de-prioritised from this research do to practicalities of space limitations. I have described a synthesis of these socio-cultural process in a book chapter as a framework called the 3M approach [@chesterman_game_2023] a summary of which is included in (see appendix.3M).

It is of value to examine specialisation as a form of agency and identity formation using different lenses.

It can be seen through the lens of double stimulation. The choice to specialise, marks a form of transformative agency. Participants craft for themselves a specialist status which becomes shared and celebrated by the group.

Thus transformation is happening here but not in a revolutionary way. It is more of a blend of practices. In my data this happens in vignette data we can see elements of personal interest of young people, of home education collaborative work patterns, and of practices introduced by the facilitator from professional and educational contexts.

Examining complexity within identity formation and specialisation

Or, perhaps more accurately here as a movement between activity systems, to be incorporated as a repertoire.

These repertoires become public, and are in part socially motivated, via the process of playtesting.

The process of feedback, recognising and valuing the merging areas of specialisation and expertise helps the development of diverse practices [@digiacomo_relational_2016-1]. The specialisation contributes to possibilities of relational agency for the learning environment as a whole. It exists as a form of identity within an individuals repertoire and for others to draw on as an affordance of the learning system.

The awareness of and conversations about maker styles and related side-missions created in this research are potential powerful tool to support this process in novice game making communities.

Metaphors as a way to explore conceptions of agency within digital making

The previous sections have explored a complex and multi-faceted view of participant agency in this learning design. Before undertaking a fuller summary in the final section of this chapter, this section reinterprets some of these aspects using a metaphorical approach. The use of metaphor here has two functions. The first is to help deepen my analysis via a move to the abstract, searching for communicable generalisations. Secondly, given the multi-faceted nature of the pedagogy, and bearing in mind previous reflections on the value of an utopian approach to communicating the future possibilities of findings [@rajala_utopian_2023; @gutierrez2020utopian] paired with the conceptual difficulties of communicating complex pedagogical affordances of adaptable media-making toolsets (e.g., Logo and Microworlds [@kynigos_half-baked_2007; @kynigos_black-and-white_2004-1]), I draw on metaphors as a framing tool to present an initially simplified viewpoint for further discussion. The discussion will draw from these metaphors’ relatable core principles to aid the accessibility of this research for an audience of practitioners as well as researchers.

Harbours as both protective and authentic

The intrigue of opening up previously mysterious areas and seeing or experimenting with what makes them tick, often referred to as looking under the hood, applies here in the early stages of the learning experience. The process of clicking remix to fix a broken, half-baked game involves entering unfamiliar and potentially exciting waters. However, the motivational impact of an authentic process and set of tools must be balanced by possible accompanying complexity [@nachtigall_authenticity_2024].

Harbours are protective spaces suitable for docking ships. They may be natural or designed. If designed, protection is offered by artificially created harbour walls extending out into the sea, creating a sheltered space, preventing large waves from entering but also allowing movement out into the open sea. Harbours provide the possibility for refuelling or maintaining sea vessels and infrastructure to connect to rail or road links for transport inland. The term harbour is used metaphorically to indicate a space of safety, nurturing, and a gathering space f

While this design uses an authentic, professional text-coding language with its inherent challenges, many other design decisions in this study were made to create a supported, simplified coding environment. Relevant examples from the previous chapter include: using an online code playground; shielding learners from the underlying configuration of interrelated web technologies; removing or obscuring structural code complexity in the code template.

The practice of starting from a template mirrors professional practice. The goal being to shield new users from the complexity of the underlying configuration of interrelated web technologies and instead highlight design affordances that facilitate creative agency. This strong alignment with authentic, professional practice may help learners transition from a supported harbour to venture out into the open seas of less supported research and practice.

An example of this being Toby and Dan in Vignette X. who, in their choice to change the game genre from platformer to maze game, leave the safety of a set of design patterns and paired support documentation. Instead, Toby must develop his code patching skills in choppier waters by accessing more authentic documentation and charting their own patterns in the open sea of internet-based resources. This is made possible by having an experienced navigator with him, in the form of a parent with relevant skills. I propose that the curated replication of authentic processes of finding and incorporating code snippets into the starting template supported the development of skills used in the authentic waters of professional coding communities.

In terms of agency and choice over learner pathway, we can see that the safe nature of the harbour encourages free exploration within its area. There are limits to the rhizomatic nature of this exploration. The boundaries of the harbour walls represent the restrictive decisions in terms of the genre of end product, and simplifications in code structures used. The following section explores the restrictions (e.g. in genre) from a perspective of the creative potential of such limitations [@rosso_creativity_2014].

Spaces to play - playgrounds and jam sessions

A similar metaphorical dimension of protection is present in metaphors of play spaces, a link which is immediately present in this design in the use of code playgrounds (web-based environments which reduce the complexity of web development and provide immediate feedback and community). Additionally, the process of checking the performance of games is called play-testing, with connotations of a playful, and therefore social space. Similarly, the term sandbox is used extensively in web development to indicate a safety in terms of non-critical space to trial new code and make mistakes. As with harbours, a space of play space evokes protection within designed limitations [@rosso_creativity_2014], but beyond that they provide affordances to encourage learners to evolve their own play processes as a form of transformational and relational agency. The concept of musical play within jam sessions is a productive way to explore this tension between freedom and structure.

In the previous chapter, I explored the flexible nature of emerging design behaviours and proposed them as a form of improvisation or jamming. Jamming, a term common in music and theatre, describes responsive, improvised, rapid and fluid responses to collaborators’ ideas and audience reactions [@pinheiro2011creative; @sawyer_group_2003]. The area of improvisation is underexplored in the game jam context compared to that of music and theatre [@jaffurs_impact_2004-1; @merilainen_game_2020]. The following section makes a closer parallel in the context of the data of this study.

On a macro-level, at a jam event, infrastructure in terms of drums, microphones and amps are provided often by established regulars of the process. A jam on a micro-level is an introduced, familiar framework, restricted in that it is based on a familiar, popular song (often referred to as standards), within agreed genres (most often blues and jazz). The short structure of a song and the key in which it is performed form a base guiding improvisation. Within a jam process, bringing your own style to build on that structure is welcomed. The process is augmented by the group element of the musical jam, where music makers pick up techniques from others in the process. Visual and verbal encouragement is often present in successful jam nights to encourage newcomers. If a jam session is regular, local popular standard songs emerge. This provides opportunities to hear them played regularly, allows potential participants to hear them versioned before entering, a useful form of peripheral participation.

Several parallels to the design and processes in my research exist. The half-baked game template can be seen as a shared song framework that participants build on in idiosyncratic ways. The value of a process that incorporates an authentic audience made up partly of peer makers is important for the development of repertoires of practice in both contexts. The value of the possibility to blend established repertoires with those brought by new players is a shared contextual motivation.

ADD MORE HERE IF RELEVANT.

The following table serves as a visual summary of some of the relevant space/place based characteristics relevant to the importance of this research.

THIS TABLE NEEDS TO BE COMPLETED - FEEDBACK IS APPRECIATED AS TO HOE USEFUL IT WILL /MAY BE Perhaps add another analytical dimension?

Harbour	Jam Session
Protection from complexity	Restrictions in genre explored
Form

Table 7.2 exploring valuable concepts via metaphor.

At this stage is relevant to return to issues of underlying motivation driving participation as a way of making a link to existing research on digital making pedagogy. This metaphor serves to illustrate the importance of and possibilities for development of relational agency via participation in the joint process. Additionally, if relational agency is the goal and the means then building fluency of practice is an observable result of this process both in dimensions of technical fluency and in possibilities for expression. In the next section I explore a contribution to pedagogies developing technological or computational fluency [@resnick_coding_2020; @papert_technological_1995].

<!– and the presence of affordances suggesting a particular form of action. For example a roundabout, or climbing frame in a playground invites a certain kind of interaction.

Thus in the design of this study

template affordences,
GDP menu as affordences

Other affordances of the design would encourage greater authorial (and relational agency), for example those designed to build user’s sense of belonging in the game making community.

In this research, similar metaphors have emerged in the pedagogical and technical process surrounding the concept of playgrounds and gardens. In the previous section the use of a curated set of design patterns can be thought of as play areas or equipemtn inviting interaction. –>

Part Three : Synthesis & contributions to the field = EDITING DOWN OR MOVING

Second area of contribution to the research in the field: A complex view of agency and repertoires development AND the value of that to contribute to research on DBR / FI etc.

Returning to shifting forms of agency

REFRAME AS CONTRIBUTION In this thesis I highlight the value of recognising the shifting nature of agency in this game making process, the value of designing for varied forms of agency, and the use of metaphors to represent learning spaces and processes that foster agency in game making.

The following table is an illustrative chart using the data of this study.

Instrumental Agency	Transformational Agency	Relational Agency
Example one Vx etc.	Example one Vx etc.	Example one Vx etc.

Table. 7.x Examples of forms of agency in the research data

Summary of discussion on designing for agency

Agency in this in game making community is seen as multi-dimensional and as a process located in community participation rather than an individualised property.

A straight forward manifestation of agency stems from the importance of the collection of GDPS as a guiding activity. The resulting choice over learner pathway helps transcend limitations typical in instruction based approaches.

Beyond that element of choice, development of relational agency is a part of the social and cultural aspects of repertoires development, which can be aided by the use of techniques

As indicated above, I make no extra-ordinary claims concerning the processes used to achieve this goal in this design, those of explicit structuring of playtesting with side missions and implicit pedagogy of supporting maker types and parental helping roles. My proposal is not that these particular techniques are particularly impactful, rather this is a potentially fruitful but under-researched area of design in this field and merits greater attention.

Agency / Equity Terms - utopian concepts

The discussion above concerning shifting forms of agency can be developed further using the concepts from Gutierrez and Rogoff.

Given the mutuality of the DBR approach of the research process, and the development of relational equity in the process of specialisation [Gutierrez], the process aligns with a utopian approach to design research

Returning to the dilemma regarding the difficulty of maintaining a learning design requiring heroic levels of transformational agency, and the difficulty of replicating such conditions,

While there is clearly value in TADS as a concept in early stages of design, in particular as analytical tool, I lean more towards Gutiérrez’s framing of equity and diversity in learning design overall as a goal to work towards.

More broadly this research can be developed beyond agency to encompass, equity, diversity, enacted, concrete, thus towards inclusion.

Terms - designing for agency means developing X.

There is potentally a gap in communicating the value of this framing of the research to practitioners. In particular he framing of agency as a group process rather than an individual attribute could be confusing.

To follow on from the gap in research concerning the underlying goals of undertaking CGD&P. Let’s turn to terminology.

What goals in the field of CGD&P address the development of agency.

The concepts of computational fluency is can be critiqued as a potentially individualised approach compared to Fluidity of practice of participants for characteristics of an emerging inclusive, idioculture

Learner agency in the form of choice over the chosen activity is present not only in the dimensions of the difficulty and theme of the game features they wished to add, but also in their approach to undertaking it.

The conception of development of repertoires of practices is key to this interpretation.

As such, I draw on concrete example of repertoire in my research as a case study contribution to applied research in this promising field.

equity and diversity as concrete instances with the learning environment

Given the possibilities for participants, in particular children to develop specialism which allow them to share their expertise with adults, this invites further investigation of relational equity as a particular form of relational agency. This potential is explored in the conclusion.

Contribution to the research in the field: The impact of the DBR / FI

While the core theoretical framework of CHAT has been extremely useful in exposing important element of this research in flexible ways, this research raises important questions which are still in the process of being advanced in terms of suitable methodology. Conceptions of both CHAT and DBR are still evolving. For example, AT proponents are advancing a 4th generation which responds to increasingly rapid and evolving situations [@engestrom_mediated_2021]. As a early career research and novice I cautiously advance some observations, at times framed as questions which may be fruitful in future interaction with DBR and FI research community.

How structural and permanent does transformational agency needs to be before it becomes transformational compared to a more blended view of emerging repertoires of practice?
What are the pros and cons of the use of 360 video to capture social / cultural interactions especially in this field.
The focus on broad affordances, and an expanded view of motivation and new emerging Zopeds - is needed for socio-cultural theory in this area. Hence the value of an experimental approach and the role of playtesting in advancing that process.
How best can socio-cultural approaches be aligned with constructionist legacy. Is my approach of x, fruitful in other areas?

TO INTEGRATE The process of identifying and working with GDPs in this research process can be mapped as a dialectical process of moving (rising) to the concrete [@sannino_activity_2011]. It is this movement from a kernel idea into varied concrete instances that is the root of the power of the approach according to CHAT scholars. While, the varied uses as meditational strategies and their integration into varied concrete forms of creative cultural and interpersonal repertoires many be particular to this setting, the germ cell concept described above is a theoretical and generalisable abstraction not particular to this context.

Conclusion

As this chapter is ongoing this conclusion is in draft form. Feedback on what to include in this chapter conclusion is welcome.

the place of this chapter in the narrative of the thesis
the limitations or questions arising that may be addressed in the following chapter.

limitations/ further work

This work invites exploration of related issues of

inclusion as a lens

The final chapters aims to address this with recommendations for facilitators and researchers. The scope of the applicability is addressed as the findings of this thesis can inform the wider debate of how to best support project based learning in wider domains. Specifically the use of concrete design frameworks and step-based iterative project in scaffolding PBL.

TO MOVE OR DROP FROM CHAPTER

On planned and emergent activity)

MOVE TO A DISCUSSION SECTION? COMPRESS FOR INTRO? THIS IS PART OF DBR - REFERENCE THAT IF IT IS STILL NEEDED FOR THE CHAPTER.

The previous chapters have described interventions in design that can be characterised on a spectrum between those planned and introduced by myself as a facilitator and those which were emergent, i.e. invented or adopted by participants as a response to the contradictions covered in chapter four.

The distinction between planned and emergent activities became blurred as practices merged. In Chapter 6 outlines that while I tool a lead to collate game design patterns into an organised collection with accompanying resources and a navigational menu, many of these patterns, were introduced initially by participants who recognised them and wanted to add them to their own games.

This aligns with a key characteristic of formative intervention and DBR. Namely that elements of the introduced design changed responsive to learner need as the design evolved through iterations. Some introduced processes outlined in this chapter were very minimal in embryonic form but extended significantly by participants.

AT theory emphasises that the process of activity does not start in a vacuum. This helps justify the formative intervention process which is active in intervention and in the initial shaping of activity. In an educational context, this can involve introduction of tasks as starting activities to shape. This is justified conceptually from a view of not restricting participant agency in that some form of activity should be suggested in order for them to make a rational choice as to weather to participate. It follows that this activity should encourage the communication that participant choice is significant in the design.

Notes - MOVED TO THE END FOR REVIEW

<!– #### Comparing the activity patterns of this family to others

NOTE - MOVE / REINTEGRATE? OR REWRITE AS A LINK TO THE NEXT SECTION? NOTE - This more general observation may be part of the previous chapter

We can compare this pairs pattern of activity with other pairs / families.

The parent here is much more commonly rooted to the computer than other parents.
This meant they engaged far less in play testing of other games and found it harder to gain attention for direct support.
This grouping sometimes left early having completed more in code development than others but completed less social activities.

Discussion

The parent had indicated that she considered herself a “planner” as a maker type which is confirmed by less social Interactions

The observations above show the importance of recording the whole room. Some participants will roam to observe the work of others, to socialise, to gain attention of others for support or for feedback. When analysing data using 360 recorded video side-by-side with the screen captured data, the participant can be followed around the room and their activity can be noted even when away from their activity. –>

On Fluency

For example, creating a new graphical element in a separate online pixel-art editor called Piskel, exporting and downloading it to the laptop, and uploading it to the glitch code playground and then making code changes in several parts of the code to initialise and implement new behaviour for this element.

NOTE As a facilitator of a community I aim to notice these transitions as I aim to use the proficiency of participants to help distribute the process of helping peers.

Removed in December - perhaps rehome

These tensions of allocated roles and dysfunctional group work are mirrored in similar research - FIND THIS ON PAIR PROGRAMMING

These tensions were were highlighted in the end of P1 feedback and in some practitioner interviews that I conducted. FIND THIS IF SO

In contrast in P2 and P3 there is flexibility of interaction which suits informal moments of playtesting.

Removed in Jan - find home

MoE

One area of research which was explored in this learning design but which has needed to be deprioritise is that of Mantle of the Expert and the permission to play and experiment which the drama process advocates.

While a fuller exploration of how this was put into practice in P3 via a narrative which wrapped around the making activity, it is relevant to the use of side missions, and the possibility for character exploration in terms of a maker type.

NOTE Link to other research on permisison structures, confidence, inclusion, permission to play

An example of mini TADS - use of secondary resources

An illustrative design tension emerged surrounding which kind of documentation to prioritise. After initially steering participants directly to code snippets, I subsequently directed them instead to step by step tutorials which also included a link to the code snippets. I shifted between prioritising instruction-based practices and more piecemeal, bricolage inspired (see LR) developer practices. Whilst the process of instruction is problematic in terms of learner agency this vies with the practicality to establish a common understanding and shared framework for production.

a theme explored in more detail in chapter five Traditional, printed, instruction-based software manuals are in decline partly due online documentation but also due to the increased intuitive nature of their design [@pogue_user_2017]. CH 5.

vThe careful alignment between navigational documentation and the participants driving objectives of the mid-level activity system of implementing a game element, also helped avoid mismatch between task and tools described above as mismatch between primary and secondary stimuli. The process aligns with the concept of just-in-time instruction.

Move to next chapter Conclusion

Questions and Conceptual challenges to dissemination - MOVE PERHAPS TO NEXT CHAPTER?

How broadly can the principles be applied?

The general use of design patterns to guide digital creation are widely replicable, that of coupling documentation. The UMC methodology applies more broadly to design based education via prototyping. which could take other formats. Thus it is potentially applicable to other domains. And example of such is in PBL work using a campaign template and characteristics ads design patters, and a Poster, and elevator pitch feedback before creating then a stall [blog post].

6. The impact of constraints in design on agency - NOT SURE -MOVE to concluson?

CONSTRAINTS IN DESIGN? While supporting a flexible learner pathway is vital to this approach, the value of restrictions to creativity are also important here. The restricted genre, pixel art format and templated approach act not only as technical scaffolds but also aligns with research on the value of constraints in facilitating rapid creative improvisation in the areas of music and drama.

The domains of programming, game jams and hackathons also use constraints in a similar way [@gabler2005prototype]. Thus, I now explore the tools, process and the community in this study mutually encourage an flexible approach often referred to as jamming. As explored in Chapter 2 existing research suggests that Game Jams can be profitably used in education contexts [@aurava_game_2021], although there is no agreement on the characteristics game jam pedagogy, and scant guidance on how to address potentially problematic issues (list these),

MOVE LATER / CONCLUSION The characteristics described above offer a contribution to the literature on Game Jam pedagogy and learning design of this study offers greater scaffolding to the process to facilitate the process of jamming as a way of encouraging co-development of practices and making styles as proposed by Gutiérrez and Rogoff [@gutierrez_cultural_2003]. This strand is developed in the following chapter.