A Learner-Centred Game-Design Approach: Impacts on Teachers' Creativity

Autor/inn/en	Frossard, Frederique; Barajas, Mario; Trifonova, Anna
Titel	A Learner-Centred Game-Design Approach: Impacts on Teachers' Creativity
Quelle	In: Digital Education Review, (2012) 21, S.13-22 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2013-9144
Schlagwörter	Foreign Countries; Creativity; Secondary School Teachers; Creative Teaching; Pilot Projects; Inservice Teacher Education; Teacher Workshops; Elementary School Teachers; Teacher Developed Materials; Computer Assisted Instruction; Educational Technology; Computer Software; Multimedia Materials; Instructional Design; Educational Games; Video Games; Computer Games; Open Source Technology; Blended Learning; Computer Software Evaluation; Focus Groups; Interviews; Program Effectiveness; Program Implementation; Outcomes of Education; Spain + Suchen Sie Ihr Suchwort? Ausland; Kreativität; Creative thinking; Teaching; Kreatives Denken; Unterricht; Pilot project; Modellversuch; Pilotprojekt; Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Educational game; Lernspiel; Video game; Videospiel; Videospiele; Computer game; Computerspiel; Computerspiele; Softwareanalyse; Interviewing; Interviewtechnik; Lernleistung; Schulerfolg; Spanien
Abstract	This study presents an innovative pedagogical approach where teachers become game designers and engage in creative teaching practices. Within co-design training workshops, 21 Spanish primary and secondary school teachers have developed their own Game-Based Learning (GBL) scenarios, especially tailored to their teaching contexts and students profiles. In total, teachers developed 13 GBL scenarios and put them into practice in teaching contexts. The present paper analyses the impacts of this learner-centred game design approach on teachers' creativity from three different points of view: the GBL design process, the GBL scenario, and the teaching processes at stake. (Contains 1 figure, 4 footnotes, and 2 pictures.) (As Provided).
Anmerkungen	Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://greav.ub.edu/der
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10