• Using coding on Scratch, I created a Scratch game because I had never done it before and wanted to try something new. I thought it would be fun to make my own game and learn how coding works at the same time. I experimented with different blocks and commands to control how the characters moved and interacted. It was exciting to see my ideas come to life as I continued to build. Overall, it was a great first experience with game design.

• During this process, I learned how to put all the coding pieces together to make my game work correctly. I discovered that each block has a specific function, and when combined in the right order, they can create movement, sound, and more. I also learned how to test and fix errors in my coding when something didn’t work as expected. It took patience and problem-solving to get everything running smoothly. In the end, I understood how all the small parts of code connect to create a finished project.

• The seven standards of the class are Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator. My project connects most with the Innovative Designer standard because I created something new—a working Scratch game—that others can enjoy. It required me to plan, build, and test different ideas to ensure the game functioned as intended. I had to think creatively and adjust my designs when things didn’t work. This process helped me understand how innovation involves trial, error, and improvement.

• A challenge I overcame during this project was trying something completely new—creating and coding a game on Scratch. At first, I wasn’t sure how to start or how the coding blocks worked together. I used tutorials and step-by-step guides to understand the process and slowly built my confidence. As I followed along, I began to experiment with my own ideas and make changes to fit my vision. Through this, I learned that persistence and curiosity are key when learning something unfamiliar.

• If I had the chance to redo my project, I would change the picture I used for the upgrades in my game. The current image doesn’t match the theme very well and makes it look a little awkward. By choosing better visuals, I could make the game look more professional and appealing to players. Even small design changes can make a big difference in how a game feels. I think these improvements would make my game more enjoyable.

• Hastings High School’s Career and Technical Education (CTE) Program offers many pathways such as Agriculture, Business Management, Computer Programming, Construction Trades, Culinary Arts, Digital Multimedia, Engineering Design, Finance, Insurance, and Marketing. My project connects to the Computer Programming CTE program because it involves using code to create and design something functional. Making a game required me to write and test multiple lines of code, just like real programmers do in their work. It also helped me understand how coding applies to real-world technology. This experience gave me a small glimpse into what a career in programming involves.

• My project also connects to careers in software development, data science, cybersecurity, and game design because all these fields involve coding and problem-solving. Software developers and game designers create digital projects similar to what I built on Scratch. Data scientists and cybersecurity experts also rely on coding to manage data, find solutions, and protect systems. By learning how to create my own game, I practiced the basic skills these careers use every day. This project showed me how coding can open doors to many exciting technology-related jobs.

Used perplexity.ai to refine my answers