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The paper analyzes how this approach impacts teachers’ creativity across the GBL design process, the GBL scenarios, and the teaching and learning processes.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main pedagogical approach examined in the study?","Question",{"text":62,"@type":63},"Teachers are trained to become game designers and to engage in creative teaching practices through learner-centred game design and co-design workshops.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How many teachers and GBL scenarios were developed and implemented?",{"text":67,"@type":63},"Twenty-one Spanish primary and secondary school teachers developed their own GBL scenarios, and in total 13 scenarios were created and put into practice.",{"name":69,"@type":60,"acceptedAnswer":70},"At which stages does the paper analyze impacts on teachers’ creativity?",{"text":71,"@type":63},"The impacts are analyzed across three stages: the GBL design process, the GBL scenario, and the teaching and learning processes 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Frossard  \n[frederique.frossard@ub.edu](frederique.frossard@ub.edu)  \nMario Barajas  \n[mbarajas@ub.edu](mbarajas@ub.edu)  \nAnna Trifonova  \n[trifonova@ub.edu](trifonova@ub.edu)  \nDepartament de Didàctica i Organització Educativa  \nUniversitat de Barcelona, Spain  \nAbstract  \nThis 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 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 .  \nKeywords  \nCreativity, Game-Based Learning, Game-design  \nF. Frossard, M.Barajas and A.Trifonova  \nDigital Education Review – Number 21, June 2012-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 13)[ 13](http://greav.ub.edu/der/ 13)  \nI. Creativity on the stage  \nDue to several broad transformations in major industrial economies, the twenty-first century requires schools to foster creativity (Sawyer, 2011) . Indeed, the function of education is currently being re-conceptualized as building human capital by equipping youngsters with capacities for creativity and innovation (NACCCE, 1999) . Nevertheless, creativity still does not seem to play a central role in the curriculum and learning objectives that teachers are asked to follow in European countries (Ferrari et al., 2009) .  \nThere seems to be a consensus view within research in education, that creativity is amenable to teaching (Amabile, 1996, Kaufman & Beghetto, 2009, Lin, 2011) . For students to learn how to become creative, teachers need to be creative themselves and to provide learners with an ethos and a culture that values creativity (Craft, 2005) . According to the National Advisory on Creative and Cultural Education, teaching creatively refers to teachers using imaginative approaches to make learning more interesting, exciting and effective (NACCCE, 1999) .  \nGame-based Learning (GBL) seems to fulfill these requirements. Indeed, games provide challenging experiences that promote the intrinsic satisfaction of the learners and offer opportunities for authentic learning (Gee, 2007; Mims, 2003) .  \nIn the context of the ProActive 1 project - Fostering Teachers’Creativity through Game-Based Learning, 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 GBL scenarios, especially tailored to their teaching contexts and students profiles . GBL scenarios include educational videogames created by teachers embedded in comprehensive units that consider their context of use in the classroom . To do so, they have used two game editors: \u003Ce-Adventure>2, an open-source software for creating adaptable 2D point-and-click adventure games for educational applications; and EUTOPIA3, a tool for designing multiplayer educational scenarios in a 3D environment. In total, teachers developed 13 GBL scenarios and put them into practice in teaching contexts .  \nThis paper analyses the impacts of this learner-centred game design approach on teachers’creativity at three different stages: the GBL design process, the GBL scenario, and the teaching and learning processes .  \nII. Creativity in education  \nIn the past creativity was seen by literature as the preserve of a gifted few, rather than of the many, and it was mainly associated with the domain of arts (","cbCaiqf2bnsncpTH","https://ap.wps.com/l/cbCaiqf2bnsncpTH","pdf",2957133,"English","# I. Creativity on the stage\n## II. Creativity in education\n### a. Teaching creativity","[{\"question\":\"What is the main pedagogical approach examined in the study?\",\"answer\":\"Teachers are trained to become game designers and to engage in creative teaching practices through learner-centred game design and co-design workshops.\"},{\"question\":\"How many teachers and GBL scenarios were developed and implemented?\",\"answer\":\"Twenty-one Spanish primary and secondary school teachers developed their own GBL scenarios, and in total 13 scenarios were created and put into practice.\"},{\"question\":\"At which stages does the paper analyze impacts on teachers’ creativity?\",\"answer\":\"The impacts are analyzed across three stages: the GBL design process, the GBL scenario, and the teaching and learning processes involved.\"}]","Game teachers’ creativity - A Learner-Centred Game-Design Approach - Impacts on teachers’ creativity | PDF",1792092953,25]