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“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?
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What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Teaching Computational Thinking Skills Through Scratch in K‐12 Education: A Systematic Review
inferred← citeshttps://doi.org/10.1007/978-3-032-05817-1_9openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-981-96-8931-6_20openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s10956-025-10270-9openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.softx.2025.102359openalex-snapshot
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inferred← citeshttps://doi.org/10.1061/9780784486009.008openalex-snapshot
Impact of Game Design-Based Learning on Student Engagement, Achievement, and Motivation in Undergraduate Geotechnical Engineering Classes
inferred← citeshttps://doi.org/10.1109/naecon65708.2025.11235397openalex-snapshot
Rapid Game Development with AI Demonstration
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inferred← citeshttps://doi.org/10.1145/3706598.3713368openalex-snapshot
CT4ALL: Towards Putting Teachers in the Loop to Advance Automated Computational Thinking Metric Assessments in Game-Based Learning
inferred← citeshttps://doi.org/10.1145/3773077.3806145openalex-snapshot
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EDTF: A User-Centered Approach to Digital Educational Games Design and Development
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