This paper (14 page PDF) is a meta-study of using game-making to support literacy. The authors find "there is considerable variation in how the literacy learning approach of student game design is currently implemented, with respect to the school learners involved and game-making tools adopted. Despite its diverse nature, the feasibility of literacy learning by game-making is confirmed across the reviewed studies." A total of 30 studies on learning by game-making were sampled, involving 2,366 students. The authors report "learning by making digital games has been shown as a promising approach" and suggest it's because "it is theoretically grounded in constructionist learning, empirically supported by the reviewed studies here, and practically in line with the digitalization of education in contemporary times."