ABSTRACT
With the Game Design Project, I created one model of a constructionist learning environment that placed children in charge of their own learning and thinking. Sixteen students were engaged for a period of six months designing video games to teach fractions to younger children. The project did not follow any preset routines, but instead was developed together with the students and the teacher. My overall goal in the project's evaluation was to find out what children can learn when designing games and, similarly, what we can learn about them in this process. Programming games was seen as a medium for children's personal and creative expression: In the design of their games, children could engage their fantasies and build relationships with other pockets of reality that went beyond traditional school approaches.
