Video Games in Primary Computing - CAS Interactive 3D and Gaming event

If you were unable to join us for the "Video Games in Primary Computing" thematic community meeting, don't worry! You can catch up on all the content and a recording of the session below.

Title: Using Commercial Video Games to Teach Primary Programming Concepts

Key Takeaways:

1. Commercial video games can be powerful tools for teaching programming concepts like variables, selection, and repetition.

2. Teachers use these games to engage learners through culturally relevant and motivating contexts.

3. There are valid concerns around equity, distraction, and curriculum alignment when using games in the classroom.

4. Research suggests that video games can support conceptual understanding if paired with effective pedagogy.

5. Teachers should choose games thoughtfully, aligning them with specific learning outcomes and student needs.

During this session, led by Neil Rickus, we explored how commercial off-the-shelf (COTS) video games—those created for entertainment rather than education—can be used in primary computing lessons to support the teaching of programming concepts. These concepts include sequencing, repetition, selection, and the use of variables, all of which are central to the Key Stage 2 computing curriculum.

We began by distinguishing COTS games from other digital learning tools like gamification platforms or edutainment apps. Classic and modern games, such as Pac-Man, Frogger, and Super Mario Wonder, were used to illustrate how programming concepts can be demonstrated visually through gameplay. For example, Pac-Man’s score incrementing each time a dot is eaten can be used to explain variables, while repeated character movements in Space Invaders are ideal for discussing loops.

Participants reflected on why video games might be beneficial in the classroom. Key positives included pupil engagement, cultural relevance, and relatability. However, potential drawbacks were also considered, such as the risk of distraction, difficulty linking gameplay to learning outcomes, parental concerns, and unequal access to gaming experiences.

Neil highlighted current research, showing that while empirical studies support the motivational value of games, successful implementation relies heavily on sound pedagogy. Effective strategies include linking concrete game elements to abstract programming concepts, facilitating unplugged activities (e.g. using dance moves to teach algorithms), and using video clips or simplified games to reduce complexity.

Examples shared by teachers included:

• Analysing score changes in Pac-Man to introduce variables.

• Using Makey Makey boards with Donkey Kong to explore inputs.

• Employing Frogger to discuss selection using “if” statements (e.g. “if Frogger touches water, lose a life”).

A collaborative spreadsheet collected further examples from attendees, building a bank of teaching ideas linking specific games to programming concepts. Participants were also invited to experiment with simple online games and identify teachable moments within them.

Neil also introduced his ongoing research into how teachers use COTS games to teach programming and how this relates to their pedagogical content knowledge. Initial case studies suggest that familiarity, collaboration, and unplugged activities all play a role in making these lessons effective and inclusive.

Next Steps:

• Reflect on how familiar video games could support your next programming topic.

• Ask yourself: How well do my pupils understand concepts like variables or repetition? Could a familiar game scenario help illustrate this?

• Try using a short video clip or screenshot from a classic game to start a conversation about logic, conditions, or inputs.

• Explore whether you can link an unplugged activity (e.g. dance sequences, card sorting) to game-based learning.

Further Resources:

• CAS Online Communities
• Digital Schoolhouse
• Example games (Pac-Man, Frogger, Space Invaders, etc.)
• Event Recording