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  1. Frossard, F., Barajas, M., Alcaraz-Domínguez, S., Trifonova, A., Quintana, J. GBL Design for Enhancing Creativity in the Classroom 2. INTRODUCTION…
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  • 1. Frossard, F., Barajas, M., Alcaraz-Domínguez, S., Trifonova, A., Quintana, J. GBL Design for Enhancing Creativity in the Classroom
  • 2. INTRODUCTION <ul><li>TEACHING CREATIVELY </li></ul><ul><li>“ Using imaginative approaches to make learning more interesting, exciting and effective” (NACCCE, 1999) </li></ul><ul><li>GAME-BASED LEARNING (GBL) </li></ul><ul><li>Provide challenging experiences </li></ul><ul><li>Increase players’ immersion, attention span, and learning outcomes </li></ul>
  • 3. INTRODUCTION <ul><li>Barriers to games in formal learning </li></ul><ul><ul><li>Teachers' expectations </li></ul></ul><ul><ul><li>Integration to the curriculum </li></ul></ul><ul><ul><li>Teachers and parents concerns </li></ul></ul><ul><li>Williamson, 2009 </li></ul>
  • 4. TEACHERS AS GAME DESIGNERS <ul><ul><li>TEACHER </li></ul></ul><ul><ul><li>Designs his / her own GBL scenario </li></ul></ul>What is the impact of the design and implementation of GBL on teachers’ creativity? <ul><ul><li>Puts the GBL scenario into practice with his / her students </li></ul></ul>
  • 5. PROACTIVE IN SPANISH SCHOOLS Teacher training and co-design 21 teachers from 7 primary / secondary schools 1 GBL scenarios 13 GBL scenarios for primary and secondary education 2 <ul><ul><li>Pilot implementation </li></ul></ul><ul><ul><li>2 pilot sites - 4 teachers - 46 students </li></ul></ul>3
  • 6. TEACHER 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
  • 7. GBL SCENARIOS <ul><li>13 GBL scenarios </li></ul><ul><li>Primary and secondary education </li></ul><ul><li>A wide range of subjects covered </li></ul><ul><ul><li>Local history, history of Rock music, Physics, soft skills, etc. </li></ul></ul>
  • 8. GBL SCENARIOS <ul><li>Examples of games created by teachers </li></ul>
  • 9. IMPLEMENTATION IN THE CLASSROOM <ul><li>4 GBL scenarios tested </li></ul><ul><li>47 students </li></ul><ul><ul><li>Primary school: 25 students, age 10-11 </li></ul></ul><ul><ul><li>Secondary school: 21 students, age 16 </li></ul></ul>
  • 10. 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?
  • 11. <ul><li>Identified critical factors: </li></ul><ul><ul><li>Collaboration enhances the generation and evaluation of ideas </li></ul></ul><ul><ul><li>Time acts according to a double dynamic: motivation and limitation </li></ul></ul><ul><ul><li>Game editors’ affordances act as mediators and constraints </li></ul></ul>THE CREATIVE PROCESS OF GBL DESIGN A. Creative GBL design Method: Open-ended questionnaire
  • 12. THE CREATIVE GBL SCENARIO <ul><li>Results </li></ul><ul><ul><li>GBL scenarios and games considered as innovative </li></ul></ul><ul><ul><li>Games considered appropriate mostly regarding learning aspects </li></ul></ul><ul><ul><li>Gaming and technical aspects are away from the standards of commercial games </li></ul></ul>B. Creative GBL scenario Method: Expert evaluation
  • 13. <ul><li>GBL activities were effective in terms of learning outcomes </li></ul><ul><li>GBL supported creative behaviors in the classroom </li></ul><ul><ul><li>Teachers worked to maintain a psychologically safe class environment </li></ul></ul><ul><ul><li>Teachers encouraged questions and humor </li></ul></ul><ul><ul><li>Teachers appeared confident in their role as facilitators </li></ul></ul><ul><ul><li>A high level of collaboration among students and teachers </li></ul></ul>CREATIVE GBL PRACTICES C. Creative GBL practices Method: Observations in classrooms + interviews
  • 14. <ul><li>Next steps: </li></ul><ul><ul><li>A wider implementation in educational settings </li></ul></ul><ul><ul><li>Define a comprehensive model of creative GBL, which could be applied to various educational contexts and sectors </li></ul></ul>CONCLUSIONS <ul><ul><li>Teacher: “The project generated a synergy of collaboration among teachers, as well as the elaboration of a viable educational project.” </li></ul></ul><ul><ul><li>Student: “ I have the impression that I am more attentive with the game”, “I learnt without realizing it .” </li></ul></ul>
  • 15. Thanks for you attention. University of Barcelona Frédérique Frossard: [email_address] Mario Barajas: [email_address]
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