[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601401-105":59,"doc-detail-601401-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","playfulness-and-creativity-as-vital-features-when-school-children-develop-game-based-designs","Playfulness and Creativity as Vital Features when School Children Develop Game-based Designs","","Digital technologies in classrooms increasingly show powerful playful qualities, motivating the growth of digital game-based learning (DGBL). This paper examines game-based design activities that foster playful and creative actions among children through two cases using analogue-only and mixed analogue-digital workshop formats. The unit of analysis is game design activities, analyzed thematically into exploratory, combinational, and transformative themes, highlighting how analogue framing supports playfulness and mixed formats shape creativity via fluency and humour.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/playfulness-and-creativity-as-vital-features-when-school-children-develop-game-based-designs/601401/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/playfulness-and-creativity-as-vital-features-when-school-children-develop-game-based-designs/601401.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the paper address about children designing games?","Question",{"text":112,"@type":113},"It asks what activities emerge when schoolchildren design games in two similarly framed workshop cases (analogue-only vs. mixed analogue and digital materials), and how children interact across these learning environments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What analytical themes were identified in the study?",{"text":117,"@type":113},"A thematic analysis identified exploratory activities, combinational activities, and transformative activities.",{"name":119,"@type":110,"acceptedAnswer":120},"How do analogue-only and mixed analogue-digital materials differ in supporting creativity and playfulness?",{"text":121,"@type":113},"Analogue-only workshops facilitated playfulness that promoted creative actions, while mixed activities represented creativity as fluency in how children produced ideas, opening up playfulness, including humour.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601401,1792171638,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Playfulness and Creativity as Vital Features when School Children Develop Game-based Designs  \nEVA BROOKS   \nJEANETTE SJÖBERG   \n*Author affiliations can be found in the back matter of this article  \nABSTRACT  \nThe 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) has been introduced in schools. In this paper we explore game-based design activities to unfold playful and creative actions and interactions among children. The study is based on two cases, where game design activities were applied in both analogue and digital form. The unit of analysis is game design activities. The research questions posed in this study are: (1) What activities develop when schoolchildren design games in two similarly framed workshop cases, where one included analogue material and the other a combination of analogue and digital material?, and (2) How do children interact in a learning environment framed by purely analoguebased material as opposed to a learning environment framed by a combination of analogue and digital material? A thematic analysis identified three themes: exploratory activities; combinational activities; and transformative activities. These themes suggest that the game design workshop sessions including only analogue material facilitated playfulness promoting creative actions in children’s production of different ideational considerations. In a mixed activity combining analogue and digital material, creativity in the form of fluency was represented by the way the children produced their ideas, which opened up for playfulness, [e.g. in](e.g. in) the form of humour. The analysis showed that a procedural activity design including pre-designed theme framing children’s constructions facilitated an open-ended activity.  \nCOLLECTION: DESIGN, LEARNING AND INNOVATION: FRAMEWORKS AND USES  \nRESEARCH  \nCORRESPONDING AUTHOR:  \nEva Brooks  \nAalborg University, DK  \n[eb@hum.aau.dk](eb@hum.aau.dk)  \nKEYWORDS:  \nPlayfulness; Creativity;  \nGame-based design activities; Learning environment;  \nLearning resources; Primary school children; Exploratory activity; Transformative activity  \nTO CITE THIS ARTICLE:  \nBrooks, E., & Sjöberg, J. (2022) . Playfulness and Creativity as Vital Features when School Children Develop Game-based Designs. Designs for Learning, 14(1),137–150. DOI: [https://doi](https://doi). org/10.16993/dfl.170  \n1 INTRODUCTION  \nThe traditional setting for children’s learning has changed in recent years due to advances of digital technology and new learning environments have emerged. In recent years, digital game-based learning (DGBL) has been introduced in schools (Van Eck, 2006) and is considered an effective pedagogical tool for facilitating learning processes if implemented in education in a correct and student-centred way (Wahyutama et al, 2021) . The impact of these new conditions and multimodal learning environments provides and evokes different opportunities of learning (Bajovic, 2018; Harwood, 2014), but research in this area is still in its infancy and more research is needed. Based on Van Eck (2006), Nousiainen et al. (2018) have identified four different approaches for game-based learning, namely: using educational games, using entertainment games, learning by designing games, and using game elements in non-game contexts (i.e., gamification). The authors explicate that playfulness creates a mindset and as such crosscuts all four gamebased approaches. Corsaro (1997) claims that playful activity is indicative of children’s ability to create and participate in their own peer cultures. Play-activities where people are enabled to express their playfulness foster creative processes (Smith and Simons, 1984) . This has been investigated in the field of design, where findings show that activities based on playfulness might contribute to creative and productive outcomes (Lucero and Arrasvuori, ","cbCaitT8FzsbthgT","https://ap.wps.com/l/cbCaitT8FzsbthgT","pdf",773339,14,"English","# Abstract\n# 1 Introduction\n## Game-based learning approaches and playfulness\n## Designing games versus playing games\n## Engagement, decision-making, and learning","[{\"question\":\"What research question does the paper address about children designing games?\",\"answer\":\"It asks what activities emerge when schoolchildren design games in two similarly framed workshop cases (analogue-only vs. mixed analogue and digital materials), and how children interact across these learning environments.\"},{\"question\":\"What analytical themes were identified in the study?\",\"answer\":\"A thematic analysis identified exploratory activities, combinational activities, and transformative activities.\"},{\"question\":\"How do analogue-only and mixed analogue-digital materials differ in supporting creativity and playfulness?\",\"answer\":\"Analogue-only workshops facilitated playfulness that promoted creative actions, while mixed activities represented creativity as fluency in how children produced ideas, opening up playfulness, including humour.\"}]","Playfulness and Creativity as Vital Features when School Children Develop Game-based Designs | PDF",1792092538,35]