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2012-06-01

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cc-by-nc-nd (c) Frossard, Frédérique et al., 2012
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/44803

A Learner-Centred Game-Design Approach: Impacts on teachers" creativity

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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 real 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.

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Motivació de l'aprenentatge, Innovacions educatives, Creativitat, Jocs educatius

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Learning motivation, Educational innovations, Creativity, Educational games

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FROSSARD, Frédérique, BARAJAS, Mario and TRIFONOVA, Anna. A Learner-Centred Game-Design Approach: Impacts on teachers" creativity. Digital Education Review. 2012. Vol. 21, num. 13-22. ISSN 2013-9144. [consulted: 16 of August of 2026]. Available at: https://hdl.handle.net/2445/44803

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