A natural response when watching the video would be for the viewer to start planning their own game either mentally or by putting down notes throughout the video that are specific to what they want to include in their game. There would be an expected urge to want to try and make a game after viewing someone else do so. After watching the video students could try and create a game using the skills/steps they learned and because they will already be on computers they will have access to go back and reference the video throughout their process of creating their individual game. Students can learn from the video how to build a simplistic jumping game using Scratch’s program but, more specifically, how to customize characters, create their own obstacles and how to incorporate a score counter. The students would need access to a computer with internet connection as Scratch is found by searching it up in a browser. It would have been helpful if the video included time stamps of when each skill was being learned throughout the video, this could be in the description box below the video. This would help students/viewers if they can’t remember a step, it would save them from searching through the entire video. A slightly slower pace could have been beneficial as well, especially because the video is catered to new users. A new user would most likely struggle to keep up with the content creator. The activity would need little work from me other than showing the video and demonstrating how to get onto Scratch. The work would be manageable, most likely the instructor would just have to guide students if they had technical difficulties. This activity has the possibility to be used for large amounts of students, dependent on access to computers. If each student had their own laptop mass amounts of students could be learning at the same time and at their own pace.