We have been using C2 for almost a year now in school. As physics teachers, we love its ability to rapidly prototype simulations and activities for our students. Check out our Construct 2 page at:
conantphysics.com/construct2
We have made several attempts to integrate Construct 2 into the curriculum, but have found that it is very difficult for students to shift gears toward the creative troubleshooting mentality necessary to create something in Construct 2. Not that it isn't a worthwhile effort, but it takes most students a lot of time to get to the point where they are comfortable with the tool, particularly event sheets. Because we also have a fairly tight physics curriculum to follow, it is difficult to find the time necessary for the kids to explore and create in Construct 2.
One of our teachers teaches a second-year physics course where he is free to do pretty much whatever he wants. He spent two weeks with his students and found that most of them really struggled with breaking down simple tasks. A common question chain would be something like:
Student - "I want the car to go. Where do I tell it to act like a car?"
Teacher - "When do you want the car to go? You will need to be more specific."
Student - "I want it to go when I tell it to go."
Teacher - "The computer can't listen to your voice. You need to pick a condition."
Student - "I want it to go right away."
Teacher - "Let's try 'on start of layout'"
...observe that the car moves right away...
Student - "That isn't what I want. I want it to go when I tell it to go."
Teacher - "Do you mean that you want it to go when you touch it?"
Student - "Yeah."
...rework so the car moves on a touch event...
Student - "That isn't right."
...and so on for most of the students...
Not a lot of physics thinking taking place here, but a whole lot of troubleshooting and systematic thinking. This is what the students really struggle with. As a teacher, the challenge is breaking everything down so students can learn to be self-sufficient.