Interactivity, Game Creation, Design, Learning, and Innovation. 7th EAI International Conference, ArtsIT 2018, and 3rd EAI International Conference, DLI 2018, ICTCC 2018, Braga, Portugal, October 24–26, 2018, Proceedings

Research Article

Evolving Playful and Creative Activities When School Children Develop Game-Based Designs

Download4 downloads
  • @INPROCEEDINGS{10.1007/978-3-030-06134-0_51,
        author={Eva Brooks and Jeanette Sj\o{}berg},
        title={Evolving Playful and Creative Activities When School Children Develop Game-Based Designs},
        proceedings={Interactivity, Game Creation, Design, Learning, and Innovation. 7th EAI International Conference, ArtsIT 2018, and 3rd EAI International Conference, DLI 2018, ICTCC 2018, Braga, Portugal, October 24--26, 2018, Proceedings},
        proceedings_a={ARTSIT \& DLI},
        year={2019},
        month={1},
        keywords={Playfulness Creativity Game-based design activities Learning environment Learning resources Primary school children Exploratory activity Transformative activity},
        doi={10.1007/978-3-030-06134-0_51}
    }
    
  • Eva Brooks
    Jeanette Sjöberg
    Year: 2019
    Evolving Playful and Creative Activities When School Children Develop Game-Based Designs
    ARTSIT & DLI
    Springer
    DOI: 10.1007/978-3-030-06134-0_51
Eva Brooks1,*, Jeanette Sjöberg2,*
  • 1: Aalborg University
  • 2: Halmstad University
*Contact email: eb@learning.aau.dk, Jeanette.Sjoberg@hh.se

Abstract

The presence of digital technologies in classroom settings is relentlessly getting stronger and has shown to have powerful playful qualities. In recent years, digital game-based learning (DGBL) have been introduced in schools. In this paper we investigate an innovative approach to game-based learning, namely to use game design activities as motivators for developing children’s creative and social skills as well as other kinds of learning scenarios, e.g. computational. It is based on two cases, where game design activities by means of a narrative approach were applied in both analogue and digital form. The unit of analysis is game design activities. Hence, game design activities with the participating children (3 graders, 9–10 years of age), creative materials and technologies, and children’s actions as well as interactions are analyzed. The research questions posed in this study are: (1) What activities develop when school children design games in two cases, as an analogue activity, and as an activity including technology?; and (2) How do the learning environment, including the artefacts, employed mediate these activities? The outcomes of the study indicate that the game design workshop session which included both creative material and technology unfolded more combinational activities, which indicate that the inclusion of technology facilitated a more critical design decision making. However, the game design workshop session including only creative material exhibited a more thorough knowledge about what the material could do and what the children themselves could do with the material, which seemed to result in more playful interactions between the children.