#218: Consequential Intergenerational Learning through Collaborative Video Game Design

This study examines how collaborative video game design between graduate and elementary school students facilitates intergenerational learning. Through semester-long action research, three graduate game design students and thirteen 4th and 5th graders co-designed a video game addressing local ecological issues. Using communities of learners, constructionist, and sociocultural frameworks and qualitative analysis, we identified how player-centered design, structured playtesting, and productive communication differences facilitated reciprocal learning while disrupting traditional power dynamics across age and institutional boundaries.