Learning through game <i>modding</i>

TLDR

Game engines increasingly enable users to customize experiences by building and expanding game behavior. The article investigates using game modding to teach computer science, mathematics, physics, and aesthetics, illustrated by two classroom case studies that demonstrate students’ skill acquisition and motivation. The study employed game modding across multiple engines, using classroom case studies to focus students on specific skills such as 3D graphics, event‑based programming, and software engineering. Students successfully used multiple game modding environments in class, demonstrating the feasibility of this approach for teaching technical and aesthetic skills.

Abstract

There has been a recent increase in the number of game environments or engines that allow users to customize their gaming experiences by building and expanding game behavior. This article describes the use of modifying, or modding , existing games as a means to learn computer science, mathematics, physics, and aesthetic principles. We describe two exploratory case studies of game modding in classroom settings to illustrate skills learned by students as a result of modding existing games. We also discuss the benefits of learning computer sciences skills (e.g., 3D graphics/mathematics, event-based programming, software engineering, etc.) through large design projects and how game design motivates students to acquire and apply these skills. We describe our use of multiple game modding environments in our classes. In addition, we describe how different engines can be used to focus students on the acquisition of particular skills and concepts.