Teachers Designing Learning Games

Frossard, Frédérique; Trifonova, Anna; Barajas, Mario

doi:10.1016/b978-0-12-801462-2.00008-4

Cited by 9 publications

(7 citation statements)

References 29 publications

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“…Various computer games design approaches have been developed. These include: flowcharts (Akcaoglu, 2016); storyboards (Frossard et al, 2012;Moreno-Ger, 2007); topological maps or graphs, with nodes representing scenes and edges representing the transitions between them (Gold, 2004), state transition models (LaMothe, 2002); and UML use case and class diagrams (Tenzer and Stevens, 2007;Ampatzoglou and Stamelos, 2010;Ampatzoglou and Chatzigeorgiou, 2007). Decision trees (Jones, 2008) can be used to design game play where the different paths in the decision tree relate to different paths that can be chosen by a player, or the different outcomes that can result from the actions of the game player (Woodcock, 1999).…”

Section: Computer Games Design Approachesmentioning

confidence: 99%

Game Theory for Computer Games Design

et al. 2017

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Designing and developing computer games can be a complex activity that may involve professionals from a variety of disciplines. In this article, we examine the use of game theory for supporting the design of gameplay within the different sections of a computer game and demonstrate its application in practice via adapted high-level decision trees for modeling the flow in gameplay and payoff matrices for modeling skill or challenge levels.

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Section: Computer Games Design Approachesmentioning

confidence: 99%

Game Theory for Computer Games Design

et al. 2017

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“…Second, wikis fostered learner-centred teaching practices: in all four classes, teachers could match curricular objectives with students' profiles and interests, thus making learning relevant and calling for their engagement (Frossard et al 2015). In addition, teachers' classroom role changed, so that where they had previously adopted a central leading role, they gradually became observers and moderators, encouraging students' ownership, autonomy, and problem solving (Cremin and Barnes 2014).…”

Section: Discussionmentioning

confidence: 99%

“…The authors also highlight mutual respect, dialogue, and negotiation between teachers and students, as well as the participation of educators as learners in the classroom activities. In a model of creative pedagogies applied to game-based learning, Frossard et al (2015) emphasize approaches which connect to students' life and interests (to make learning meaningful and engaging), create a bridge between different disciplines (to facilitate the interrelation across domains and place knowledge in a wider context), propose flexible evaluation strategies (which value student progress and provide tools for reflection), and enhance self-learning (i.e., encouraging student ownership, autonomy, and active participation in the production of meaning). Other research has also affirmed and developed the importance of self-learning; for example, Cremin and Barnes (2014) highlight the importance of adopting an agency oriented ethos to develop students' self-management skills.…”

Section: Theoretical Background 21 Creative Educationmentioning

confidence: 99%

Mapping creative pedagogies in open wiki learning environments

Barajas

Frossard

2017

Educ Inf Technol

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As applied to education, creativity has become an increasingly common, yet often unattainable learning objective. Educators need innovative approaches and tools to effectively apply creative teaching practices. The present study aims to investigate how wiki methodologies can foster creative pedagogies. Wikis constitute a good candidate for stimulating creative teaching approaches. Indeed, they provide flexible and open environments which foster collaboration and students' active participation. However, a gap remains in the literature regarding the relationship between wikis and creative pedagogies. In addition, the use of wikis by teachers and students as collaborative editing tools in today's classroom has been scarcely studied. In this multiple case study, seven school teachers from different educational centres designed four scenarios mediated by wikis and applied them with 143 students. Using in-depth interviews and expert evaluations, we explored how creativity emerges while teaching and learning with wikis. Based on results, we propose a map of creative pedagogies that appeared as the most prominent in the context of wiki-based learning, together with their characteristic components. Namely, the emerging creative pedagogies are synergistic collaboration, learner-centred, knowledge connection and open-ended ethos. This mapping can be applied to different educational contexts, although it may vary according to the specificities of the methodology and technology used. The study raises discussion on the pedagogical possibilities offered by the participative digital culture that defines wiki approaches.

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“…In the study, 21 Spanish primary and secondary school teachers are asked to design and implement learning games applied to their specific educational contexts. The study concluded that "the learner-centered game design methodology appeared as a productive and creative approach to teaching and learning, along with difficulties, but worth to explore if we want to promote creative teaching and creative learners and, by extension, creative people" [21].…”

Section: Fostering Teachers' Creativity Through Game Designmentioning

confidence: 99%

“…As students need creativity in their learning and life, teachers are suggested to have teaching creativity. Frossard et al presents in his study "an innovative pedagogical approach where teachers become game designers and engage in creative teaching practices" [21]. In the study, 21 Spanish primary and secondary school teachers are asked to design and implement learning games applied to their specific educational contexts.…”

Section: Fostering Teachers' Creativity Through Game Designmentioning

confidence: 99%

A Critical Analysis of the Studies on Fostering Creativity through Game-Based Learning*

Nie

Xiao

Shang

2014

Lecture Notes in Computer Science

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Abstract. Creativity and game-based learning have long been under heated discussions and studies. In order to clarify whether games-based learning can contribute to fostering creativity, we carried out a literature review of related studies and researches. We concluded that there are generally three approaches adopted to fostering creativity in game-based learning: "Learning in games", "Learning about games" and "Learning both in and about games". In discussing the three approaches and their representative studies, we found that game-based learning is generally an important and effective way of fostering and enhancing creativity, though other influence factors need to be considered. In response, we provide suggestions for further studies.

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Teachers Designing Learning Games

Cited by 9 publications

References 29 publications

Game Theory for Computer Games Design

Game Theory for Computer Games Design

Mapping creative pedagogies in open wiki learning environments

A Critical Analysis of the Studies on Fostering Creativity through Game-Based Learning*

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