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Journal Issue
Volume 17 Issue 3 / Sep 2019  pp173‑235

Editor: Melanie Ciussi, Margarida Romero

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A Participatory Co‑creation Model to Drive Community Engagement in Rural Indigenous Schools: A Case Study in Sarawak  pp173‑183

Jacey-Lynn Minoi, Fitri Mohamad, Sylvester Arnab, John Phoa, L. Morini, J. Beaufoy, T. Lim, S. Clarke

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

Sylvester Arnab, Samantha Clarke, Luca Morini

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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 ( 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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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

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The Gameplay Loop Methodology as a Tool for Educational Game Design  pp207‑221

André Czauderna, Emmanuel Guardiola

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Educating for co‑Production of Community‑Driven Knowledge  pp222‑233

Rikke Magnussen, Villads Dalby Hamann, Anne Gro Stensgaard

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EJEL Editorial for Volume 17 Issue 3 September 2019  pp234‑235

Margarido Romero, Melanie Cuissi

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