paper f frossard_17-11
DESCRIPTION
TRANSCRIPT
Frossard, F., Barajas, M., Alcaraz-Domínguez, S., Trifonova, A., Quintana, J.
GBL Design for Enhancing Creativity GBL Design for Enhancing Creativity in the Classroom in the Classroom
INTRODUCTIONINTRODUCTION
TEACHING CREATIVELY
“Using imaginative approaches to make learning more interesting, exciting and effective” (NACCCE, 1999)
GAME-BASED LEARNING (GBL) Provide challenging experiences Increase players’ immersion, attention span, and learning
outcomes
INTRODUCTIONINTRODUCTION
Barriers to games in formal learningBarriers to games in formal learning› Teachers' expectations› Integration to the curriculum› Teachers and parents concerns
Williamson, 2009
TEACHERS AS GAME DESIGNERSTEACHERS AS GAME DESIGNERS
What is the impact of the design and What is the impact of the design and implementation of GBL on teachers’ creativity?implementation of GBL on teachers’ creativity?
TEACHERTEACHER
Designs his / her own GBL scenario
Puts the GBL scenario into practice with his / her students
PROACTIVE IN SPANISH SCHOOLSPROACTIVE IN SPANISH SCHOOLS
Teacher training and co-designTeacher training and co-design21 teachers from 7 primary / secondary schools1
GBL scenarios GBL scenarios 13 GBL scenarios for primary and secondary education2
Pilot implementationPilot implementation2 pilot sites - 4 teachers - 46 students3
TEACHER TRAINING AND CO-DESIGNTEACHER TRAINING AND CO-DESIGN
TEACHERS RESEARCHERS
DESIGN OF A GBL SCENARIO› Planning of GBL activities › Development of an educational game using <e-Adventure> and EUTOPIA editors
GBL SCENARIOSGBL SCENARIOS
13 GBL scenarios Primary and secondary education A wide range of subjects covered
› Local history, history of Rock music, Physics, soft skills, etc.
GBL SCENARIOSGBL SCENARIOS
Examples of games created by teachersExamples of games created by teachers
IMPLEMENTATION IN THE CLASSROOMIMPLEMENTATION IN THE CLASSROOM
4 GBL scenarios tested4 GBL scenarios tested
47 students 47 students
› Primary school: 25 students, age 10-11› Secondary school: 21 students, age 16
EXPLORING CREATIVITY IN GBL PRACTICES EXPLORING CREATIVITY IN GBL PRACTICES Is the GBL scenario novel and appropriate?
What are the dynamics of the design process?
How do the GBL sessions support creative teaching and learning?
Identified critical factors: Identified critical factors:
› Collaboration enhances the generation and evaluation of ideas› Time acts according to a double dynamic: motivation and limitation › Game editors’ affordances act as mediators and constraints
THE CREATIVE PROCESS OF GBL DESIGNTHE CREATIVE PROCESS OF GBL DESIGN
A. A. Creative Creative
GBL designGBL design
Method: Open-ended questionnaire
THE CREATIVE GBL SCENARIOTHE CREATIVE GBL SCENARIO
ResultsResults› GBL scenarios and games considered as innovative› Games considered appropriate mostly regarding learning aspects› Gaming and technical aspects are away from the standards of commercial games
B. B. Creative Creative
GBL GBL scenarioscenario
Method: Expert evaluation
GBL activities were effective in terms of learning outcomes GBL supported creative behaviors in the classroom
› Teachers worked to maintain a psychologically safe class environment› Teachers encouraged questions and humor› Teachers appeared confident in their role as facilitators› A high level of collaboration among students and teachers
CREATIVE GBL PRACTICESCREATIVE GBL PRACTICES
C. C. Creative GBL practicesCreative GBL practices
Method: Observations in classrooms + interviews
Next steps: Next steps: › A wider implementation in educational settings› Define a comprehensive model of creative GBL, which could be
applied to various educational contexts and sectors
CONCLUSIONSCONCLUSIONS
Teacher: Teacher: “The project generated a synergy of collaboration among teachers, as well as the elaboration of a viable educational project.”
Student: Student: “I have the impression that I am more attentive with the game”, “I learnt without realizing it.”
Thanks for you attention.Thanks for you attention.
University of Barcelonawww.futurelearning.orgwww.futurelearning.org
Frédérique Frossard: [email protected]
Mario Barajas: [email protected]