ABSTRACT
The Game Design Project presented a rich learning environment for the students. As they were engaged in creating, implementing, revising, debugging, and presenting their games, they touched on many issues and subject areas. All 16 game designers who started this project in March accomplished a product, a software game, cover design, advertisement and documentation. Many questions could be raised about what the students learned during or as part of their participation. One way to understand this project better is by comparing it to other methods of learning through, or not through, design. The general goal of this comparative evaluation is to establish whether the game designers' skills in programming and knowledge of fractions differed from that of students taught by other pedagogical means.
