ABSTRACT
During the 92 days of thinking, designing, programming, modifying, and playing their computer games, the students were involved in many activities and touched on many issues. The extended time frame allowed for a closer investigation of the project trends and development. As the students started implementing their game ideas, they tested their programming skills and they learned about the feasibility of their game ideas and different aspects of the design process. It is worthwhile investigating transitions or shifts and whether they occurred throughout the class or whether they were only experienced by individual students. Over time, two kinds of developments could be observed: One kind was of incremental nature as reflected in the daily growth of the game designers' programs of a few lines of Logo code; the other kind represented shifts in the nature of the games as well as the approach chosen by the designers. I chose two areas for my analysis of the project development: the students' game ideas and their design styles. These are of particular interest because little is known about what ideas students have about games and about the process of making games.
