dc.contributor.author
Frossard, Frédérique
dc.contributor.author
Barajas, Mario
dc.contributor.author
Trifonova, Anna
dc.date.issued
2013-07-15T12:23:19Z
dc.date.issued
2013-07-15T12:23:19Z
dc.date.issued
2012-06-01
dc.date.issued
2013-07-15T12:23:19Z
dc.identifier
https://hdl.handle.net/2445/44803
dc.description.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.
dc.format
application/pdf
dc.publisher
Universitat de Barcelona
dc.relation
Reproducció del document publicat a: http://greav.ub.edu/der/index.php/der/article/view/197
dc.relation
Digital Education Review, 2012, num. 21, p. 13-22
dc.rights
cc-by-nc-nd (c) Frossard, Frédérique et al., 2012
dc.rights
http://creativecommons.org/licenses/by-nc-nd/3.0/es
dc.rights
info:eu-repo/semantics/openAccess
dc.source
Articles publicats en revistes (Didàctica i Organització Educativa)
dc.subject
Motivació de l'aprenentatge
dc.subject
Innovacions educatives
dc.subject
Jocs educatius
dc.subject
Learning motivation
dc.subject
Educational innovations
dc.subject
Educational games
dc.title
A Learner-Centred Game-Design Approach: Impacts on teachers" creativity
dc.type
info:eu-repo/semantics/article
dc.type
info:eu-repo/semantics/publishedVersion
