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Journal Article

Assessment of Co‑Creativity in the Process of Game Design  pp199-206

Margarida Romero, Sylvester Arnab, Cindy De Smet, Fitri Mohamad, Jacey-Lynn Minoi, L. Morini

© Sep 2019 Volume 17 Issue 3, Editor: Melanie Ciussi and Margarida Romero, pp173 - 235

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Abstract

We consider game design as a sociocultural and knowledge modelling activity, engaging participants in the design of a scenario and a game universe based on a real or imaginary socio‑historical context, where characters can introduce life narratives and interaction that display either known social realities or entirely new ones. In this research, participants of the co‑creation activity are Malaysian students who were working in groups to design game‑based learning resources for rural school children. After the co‑creativity activity, the students were invited to answer the co‑creativity scale, an adapted version of the Assessment Scale of Creative Collaboration (ASCC), combining both the co‑creativity factors and learners’ experiences on their interests, and difficulties they faced during the co‑creativity process. The preliminary results showed a high diversity on the participants’ attitudes towards collaboration, especially related to their preferences towards individual or collaborative work.

 

Keywords: game-based learning, game design, creativity, co-creativity process, collaboration

 

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Journal Article

Co‑Creativity through Play and Game Design Thinking  pp184-198

Sylvester Arnab, Samantha Clarke, Luca Morini

© Sep 2019 Volume 17 Issue 3, Editor: Melanie Ciussi and Margarida Romero, pp173 - 235

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Abstract

This article discusses the application of game design thinking as a learning process for scaffolding co‑creativity in Higher Education based on the GameChangers initiative (gamify.org.uk) part‑funded by the Higher Education Funding Council of England (HEFCE). Taking into account the relationship between play, technology and learning, the game design thinking approach fully embraces and accommodates for the creation and development of games of any typology (board games, card games, digital games, etc.) and playful solutions (gamified products) as freely chosen by the learners, aligning with the importance of autonomy, relatedness and purpose in motivating learners to be deeply engaged in the process. Through this process, learners are expected to gain valuable knowledge in creative and collaborative problem solving and experience game design and development process towards addressing real challenges and opportunities in their communities. The focus of the process is on the creative process rather than the end products/solutions produced by the learners. The paper will specifically discuss the methodology and findings from an experimental module developed based on the approach involving four cohorts of Level two undergraduate students (n=122, 2017‑2019). The students came from the different schools and faculties at Coventry University, UK. Based on the qualitative feedback and reflections collected through the Module Evaluation Questionnaire (MEQ) and the final reflection pieces, the co‑creative process inspired by play and games demonstrates that through the process, students discover the importance of elements such as empathy, purpose, meaning, art, creativity and teamwork in their learning regardless of the specific disciplines they are pursuing.

 

Keywords: co-creativity, playful learning, game-based learning, game design, higher education

 

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Journal Issue

Volume 17 Issue 3 / Sep 2019  pp173‑235

Editor: Melanie Ciussi, Margarida Romero

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Keywords: play-to-engage, participatory co-creation, indigenous community engagement, culture, co-creativity, playful learning, game-based learning, game design, higher education, game-based learning, game design, creativity, co-creativity process, collaboration, serious games, educational games, instructional design, game design, gameplay loop, player-centered design, community-driven research, urban development, citizen science

 

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