“…For example, game design, as a constructionist activity, can develop youth's disciplinary interest, agency, identity, and conceptual understanding (Baytak & Land, 2010;Bonsignore et al 2016;Harel & Papert, 1991;Kafai, 1995;Kafai et al, 2012;Kafai & Burke, 2015;Kafai, Fields & Searle, 2012;Pepper & Glosson, 2012;Salen, 2007). There are also advantages in learning through narrative (Bruner, 2003;Cohn, 2000;Landau, 1997), comic books (Jee & Angorro, 2012;Matuk, Diamond & Uttal, 2009;Spiegel et al, 2013), playing games (Barab et al, 2012;Ermi & Mayra, 2005;Fullerton, 2008;Liao et al, 2011;Miller et al, 2011), designing (Benenson, 2002;Fortus et al, 2004;Games, 2010Games, , 2011Guzey et al, 2019;Harel & Papert, 1990, 1991Kafai, 1995Kafai, , 2003Kafai et al, 2012;Kafai, Fields & Searle, 2012;Pinkard et al, 2017;Kolodner et al, 1998;New London Group, 1996;Peppler & Glosson, 2012;Salen, 2017), and collaborating with peers (Johnson & Johnson, 1985, 1999Jonassen, 1991…”