Digital game creation as a creative learning activity

Playfulness and Creativity as Vital Features when School Children Develop Game-based Designs

“…This resulted in activities where the children continuously spent time on making critical design decisions to, as a group, be as efficient as possible trying to overcome indeterminate situations, which to some extent constrained the children's actions (Brooks and Sjöberg, 2020;Biskjaer and Dalsgaard, 2012). Furthermore, the children within this case were continuously dealing with effective decisionmaking processes to reach the workshop objectives and to keep up with the time available for the different phases of the workshop (Romero & Lambropoulos, 2015). This is aligned with research stating that game design activities which are based on a creative form can promote children's expressing and synthesising of content and their engagement in complex decision-making processes including narrative details (Navarrete, 2013;Romero and Lambropoulos, 2015).…”

“…Furthermore, the children within this case were continuously dealing with effective decisionmaking processes to reach the workshop objectives and to keep up with the time available for the different phases of the workshop (Romero & Lambropoulos, 2015). This is aligned with research stating that game design activities which are based on a creative form can promote children's expressing and synthesising of content and their engagement in complex decision-making processes including narrative details (Navarrete, 2013;Romero and Lambropoulos, 2015). While engaged in these kinds of processes, the children often were desire-driven, where they combined their critical inquiry of each other's ideas with imagination and humourful content solutions (Sullivan, 2011;Carroll et al, 2010;Schön, 1992), which seemed to promote playfulness.…”

“…Compared to playing games, designing games is suggested to provide greater engagement and learning (Vos et al, 2011). Romero and Lambropoulos (2015) have analysed a team-based serious game design process of 24 graduate students, focusing the game design activity itself as a sociocultural and knowledge modelling activity. Results of the study show that the students reported a high level of engagement in the activities, due to the creative form.…”

“…In such game design activities, children can learn how to synthesise and express information in the design of an original game (Navarrete, 2013). Moreover, it engages children in decision-making processes of a complex system including narrative, representation of characters and their actions, and the mechanics allowing a player to reach certain game objectives (Romero and Lambropoulos, 2015). Digital game design processes engage children in meaningful activities, which require creative and collaborative approaches (Hassan et al, 2015;Wingrave et al, 2012;.…”

De l’apprentissage procédural de la programmation à l’intégration interdisciplinaire de la programmation créative

“…L'apprentissage de la programmation per se, de manière procédurale (des recettes de code pas à pas comme https://studio.code.org/flappy/1) et décontextualisée du curriculum présente une plus-value pédagogique limitée. Ce type d'apprentissage de la programmation constitue parfois une amorce à la programmation créative comme activité de modélisation de connaissances arrimée au curriculum (Romero et Lambropoulos, 2015). La programmation créative engage l'apprenant dans le processus de conception et de développement d'une oeuvre originale par le biais de la programmation.…”