Creativity and job tension in experiential learning

Román-Calderón, Juan Pablo; Acevedo-Jaramillo, Manuel Esteban; Escalante, Juan Esteban; Arias, Alejandro Valencia; Aguilar-Barrientos, Sara; Barbosa, Jaime

doi:10.1109/fie.2018.8659218

Cited by 2 publications

(2 citation statements)

References 39 publications

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“…Creative skills consist of six elements derived from creative thinking components [35] and game industry practices; correlate, synthesize, generate ideas, imitations, inventions, and game analysis. The process refers to the time and skills required in acquiring creativity for a thing [36]. Therefore, in implementing an effective creative process in designing a game, six elements of the skills are required.…”

Section: A Creativity Design Modelmentioning

confidence: 99%

Creative Game Design Training Requirements

Tap¹,

Zin²,

Sarim³

2021

Int. J. Adv. Sci. Eng. Inf. Technol.

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Current technological advances have replaced traditional games with digital games, which indicate the rapid expansion of digital or video games. Creativity and innovation are essential elements for designing successful games. However, many games produced in the market failed due to a lack of creativity. There is no specific method of training creativity for game courses taught at higher learning institutions. Game designers also have no specific tool to help them create innovative games. Therefore, a systematic approach to train creative game designing skills is needed. This study aimed to model the requirements for creativity training in game design. Specifically, the study's objectives are to identify creativity components for game design, develop a training model and validate it. The method used involved document analysis, interviews with game developers and game development educators, and the model's construction by mapping and validating the model using the expert review technique. Results found that intelligence, thinking style, motivation, personality, experience, game genre, environment, storyline, goals, rules, community, and task distribution are requirements for creative game design. These elements were mapped and categorized as the model components -the designer, knowledge, creativity training in the game design process, method, and technology support. The model validation result using the Inter-Rater Reliability (IRR) coefficient is 0.90 (90 %), indicating excellent reliability as approved by the experts. The creativity training model will be implemented either in software or conventional training modules for designing creative games.

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Section: A Creativity Design Modelmentioning

confidence: 99%

Creative Game Design Training Requirements

Tap¹,

Zin²,

Sarim³

2021

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…Latin American institutions may not be delivering skilled graduates capable of facing workplace challenges (DeCarvalho, 2019). Nonetheless, some universities in Latin America are trying to transform learning practices to focus on soft skills development (Roman-Calderon et al, 2018). The authors of this article have developed a program that provides undergraduates from all disciplines with the opportunity to participate in complex student engineering competitions.…”

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confidence: 99%

The Effect of Student Work Group Emotional Intelligence on Individual Task Performance in Teams

Román-Calderón

Aguilar-Barrientos

Escalante

et al. 2020

Journal of Experiential Education

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Background: The development of employability skills is a concern of educational institutions, which must introduce experiential learning scenarios for undergraduate students. Purpose: This study is aimed at testing the relationship between emotional intelligence and individual task performance in teams, during a recruiting activity for an experiential learning program. Methodology/Approach: Self-reported and third rater’s measures were used to assess both variables as part of the selection process of participants on an experiential learning program focused on engineering competitions. Exploratory structural equation modeling was used for data analysis. Findings/Conclusions: Results show partial support of the hypothesis by revealing a significant but apparently counterintuitive relationship. Implications: The study reveals the measurement of employability skills as a challenge and a necessity. For employers, it reinforces that teamwork, socialization, and daily organizational endeavors require the appropriate soft skills to obtain good performance levels.

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Creativity and job tension in experiential learning

Cited by 2 publications

References 39 publications

Creative Game Design Training Requirements

Creative Game Design Training Requirements

The Effect of Student Work Group Emotional Intelligence on Individual Task Performance in Teams

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