Game Builder

Teach fundamental game design concepts. Using CoffeeScript, students will learn to design and build online games.

Free trial

game development for kids

Game Builder is the perfect platform for students to explore their coding skills

for school, district or after-school club


monkey builder

Build real computer games using CoffeeScript​

app monkey

Design swipe/touch interface games for mobile devices

monkey dj

Remix CodeMonkey games and make them your own​

globe monkey

Share creations with the world on Discover, CodeMonkey’s community page

our courses

For the ultimate game-design experience, Game Builder incorporates a multi-faceted process to guide students into becoming computer game creators



The perfect place to jump-start creativity


Bring back retro with this Classic

hippo sprite

Sprite Animations

Where creations come to life




Event handlers
“Rules” for different values of parameters (i.e. write if statements)


35 Exercises


Classroom lessons plans: 7



Parameters a function gets
Forever loop


30 Exercises


Classroom lessons plans: 7

Sprite Animations


Sprite sheets 
Add and run an animation


26 Exercises


Classroom lessons plans: 5






After completing these courses, your students will be ready to design and share their very own games using the freestyle Create Games platform

Create Games

It’s finally time to DIY!

make your own game
space game


Wonder what they all have in common?
They were all created with Game Builder

Created by: Aiden

Created by: Erez

Created by: Hunter

Created by: Mia

Created by: Yuying

Created by: Gene

Find out what masterpieces your students will create!

Game Builder is scaffolded, self-paced, and automatically assessed, so just like CodeMonkey’s award-winning Coding Adventure, it’s super easy to implement in the classroom.

Game Builder

common core state standards


Make sense of problems and persevere in solving them. Plans a solution pathway rather than simply jumping into a solution attempt.


Make sense of problems and persevere in solving them. Uses concrete objects or pictures to help conceptualize and solve a problem.


Construct viable arguments and critique others’ reasoning. Analyzes situations by breaking them into cases.


Model with Mathematics. Makes assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. ​


Model with Mathematics. Improves the model to better serve its purpose.​


Model with Mathematics. Reflects on whether the results make sense.


Apply and extend previous understandings of arithmetic to algebraic expressions. Write, read, and evaluate expressions in which letters stand for numbers.​


Use appropriate tools strategically. Uses technological tools to explore and deepen conceptual understanding.​


Reason about and solve one-variable equations and inequalities. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.​


Define, evaluate, and compare functions. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.​


Range of Reading and Level of Text Complexity. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.​


Key Ideas and Details. Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.


Craft and Structure. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.


Integration of Knowledge and Ideas. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).


Key Ideas and Details. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.


Craft and Structure. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.


Integration of knowledge and Ideas. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CSTA K-12 Computer Science Standards

Level 1/K-3

Computational Thinking. Recognize that software is created to control computer operations.

Level 1/3-6

Computational Thinking: Make a list of sub-problems to consider while addressing a larger problem.

Level 1/K-3

Collaboration: Work cooperatively and collaboratively with peers, teachers and others using technology.​

Level 1/3-6

Collaboration: Identify ways that teamwork and collaboration can support problem solving and innovation.​

Level 1/K-3

ComputingPractice and Programming: Create developmentally appropriate multimedia products with support from teachers, family members, or student partners.​

Level 1/K-3

Computing Practice and Programming: Construct a set of statements to be acted out to accomplish a simple task (e.g., turtle instructions).​

Level 1/3-6

Computing Practice and Programming: Use technology tools (e.g., multimedia and text authoring, presentation, web tools, digital cameras and scanners) for individual and collaborative writing, communication and publishing activities.​

Level 1/3-6

Computing Practice and Programming: Construct a program as a set of step-by-step instructions to be acted out (e.g., make peanut butter and jelly sandwich activity).​

Level 2/6-9

Computational Thinking: Use the basic steps in algorithmic problem- solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing, evaluation).

LEVEL 2/6-9

Computational Thinking: Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms).

Level 2/6-9

Collaboration: Collaboratively design, develop, publish, and present products (e.g., videos, podcasts, websites) using technology resources that demonstrate and communicate curriculum concepts.​

Level 2/6-9

Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

Level 2/6-9

Computing Practice and Programming: Design, develop, publish, and present products (e.g., webpages, mobile applications, animations) using technology resources that demonstrate and communicate curriculum concepts.

Level 2/6-9

Computing Practice and Programming: Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.​

Level 2/6-9

Computing Practice and Programming: Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge).​

Level 2/6-9

Computers and Communication Devices Use developmentally appropriate, accurate terminology when communicating about technology.​

Level 3A/9-12

Computational Thinking: Describe a software development process used to solve software problems (e.g., design, coding, testing, verification).

Level 3A/9-12

Collaboration: Work in a team to design and develop a software artifact.​

Level 3B/9-12

Evaluate programs written by others for readability and usability.

Level 3B/9-12

Computers and Communication Devices: Discuss the impact of modifications on the functionality of application programs.​

National curriculum in England

Key stage 1

Create and debug simple programs.

Key stage 1

Use logical reasoning to predict the behavior of simple programs.

Key stage 2

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Key stage 2

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Key stage 2

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Key stage 2

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analyzing, evaluating and presenting data and information​


Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

Key stage 3

Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem

Key stage 3

Use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions.

Key stage 3

Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming;

Key stage 3

Understand how instructions are stored and executed within a computer system;​

Key stage 3

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users​

Key stage 3

Create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability​​

Key stage 4

Develop their capability, creativity and knowledge in computer science, digital media and information technology​

Key stage 4

Develop and apply their analytic, problem-solving, design, and computational thinking skills​

Have questions? Email us

One hour of

Game Builder

Take your students from writing code to creating with code

Save and view students progress,
get access to solutions and lesson plans

Log-in not required


With Game Builder, students will learn fundamental game designing concepts. Using CoffeeScript, students will learn to design and build online games. Try CodeMonkey’s FREE hour-long coding courses to introduce your students to the basics of Computer Science in a fun and easy way.

Game Builder

Students will learn the basics of game design by building a Platformer game similar to that of Super Mario™
log-in not required



cute bird

15 Exercises

With 15 game-creation challenges, Game Builder takes around an hour to complete.


6-8 grade

Students should be 12 years or older to play. We recommend completing the Coding Adventure hour of code activity prior.

coding adventure turtle

Real Coding

Using what they learned in Coding Adventure, students code games.

chicken laughing

Learn Game Design

Students will master keyboard user-interface and game mechanics

teacher resources

teacher notes

Access CodeMonkey’s teacher notes for Game Builder to learn all the tips and tricks on how to host an hour of code in your classroom.

Full lesson plans available with a subscription

Standards alignment


Game Builder aligns to the CSTA and Common Core standards so you know you are bringing a quality curriculum to your students.

For the full course

Looking for more content?

Go Beyond an Hour!

Prepare your students for a journey into the future by developing their coding skills today.

free trial, credit card not required

Students become digital creators

We are so excited to share something we’ve been working on for the past few months – CodeMonkey’s Game Builder and Game Creation courses! 

We know you’ve been wondering ‘what’s next?’, ‘what do I do after my students finished all 200 challenges of CodeMonkey’s coding adventure?’ Well, the Game Builder courses are just the answer.

These two new courses will introduce your students to the world of digital creation: how to make a Platform game (like the classic Super Mario games) and how make a Frogger game (why did the frog cross the road? To learn coding!).
These two courses combine everything you know and love about CodeMonkey with some cool new features and most importantly – more coding education!

Screen Shot 2017-03-15 at 4.35.38 PM