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Paper f frossard_17-11

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  • * I will present you a study conducted in the context of ProActive by the University of Barcelona. * It is related to the implementation of the project in Spanish primary and secondary schools . * The study is called…
  • * As mentioned in MB presentation, Proactive goal is to foster teachers’ creativity. * What do we mean by creativity in education? * When studying the literature related to games, we noticed that GBL appears to be a good candidate to promote creative teaching, as... - that promote the intrinsic satisfaction of players
  • However, some barriers were identified to implement games into formal educational settings * Do not always meet teachers' expectations > they sometimes include misconceptions to make the games more fun * Can be difficult to align with current curricula, or do not meet educational standards * Teachers and parents concerns over the content of some games > related to e-safety
  • As a solution to these barriers, ProActive proposes an approach in which teachers become game designers >> so they can use games made by themselves and that are tailored to their teaching context and students profiles * They design their own GBL scenarios, i.e. an educational game embedded in well defined learning activities and contexts * In the present study we want to evaluate the impact…
  • We will now focus on the implementation of the project in Spanish schools. The following activities were conducted: * Within training sessions, teachers were introduced to the ProActive approach and to the game editors. This was done through f2f and virtual modalities. Through a co-design process, which lasted for 3 months, UB researchers provided support to teachers to help them designing their GBL scenarios. * As a result, 13 GBL were created, they address different educational levels within primary and secondary education. * At this stage, we have performed a pilot implementation: one in a primary and another in a secondary school, four games were tested, involving four teachers and 46 students.
  • * Let’s describe this activities in more details . * Within teacher training and co-design, there was an o ngoing collaboration process among teachers and researchers in order to design a GBL scenario. Use of two game editors (EUTOPIA and <e-Adventure>) Let’s now go back to the goal of this study, which was to evaluate the impact of the design and implementation of GBL on teachers’ creativity. How did we explore creativity in the proactive GBL practices? We looked at 3 different levels: The creative process of GBL design by teachers The creative GBL scenario created We studied the literature on creativity regarding these different levels
  • * In total, 13 GBL scenarios were created by teachers, adressing different levels of primary and secondary education * We can see some screenshots of the games created
  • We will now show you a short video with examples
  • * Once created, the GBL scenarios were implemented in teaching settings. * Four of the GBL scenarios created were tested: (names) * They were tested in 2 pilot sites * In total, 47 students and 4 teachers were involved in this implementation
  • * Let’s go back to our objective: to explore creativity in GBL practices * To evaluate creativity, we looked at three different aspects:
  • Regarding the creative process of GBL design I will now present the initial results of the study, first regarding the creative process -Teachers regularly involved peers in the generation phase, to help them brainstorming new ideas. They involved students in the evaluation phase, to validate the adequacy of their games for the targeted audience (or in some cases discard)
  • I will now present the initial results of the study, first regarding the creative process -Teachers regularly involved peers in the generation phase, to help them brainstorming new ideas. They involved students in the evaluation phase, to validate the adequacy of their games for the targeted audience (or in some cases discard)
  • - We observed a correspondence between what students told their learnt, and the educational goals set by teachers in their scenarios - They provided a high level of autonomy
  • which will enable to complement these preliminary results
  • Transcript

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