  Reflection is a critical aspect of the learning process. However, educational
games tend to focus on supporting learning concepts rather than supporting
reflection. While reflection occurs in educational games, the educational game
design and research community can benefit from more knowledge of how to
facilitate player reflection through game design. In this paper, we examine
educational programming games and analyze how reflection is currently
supported. We find that current approaches prioritize accuracy over the
individual learning process and often only support reflection post-gameplay.
Our analysis identifies common reflective features, and we develop a set of
open areas for future work. We discuss these promising directions towards
engaging the community in developing more mechanics for reflection in
educational games.
