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A Learner-Centred Game-Design Approach: Impacts on teachers' creativity

Frédérique Frossard et al · Universitat de Barcelona · 2012

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Author / responsible party
Frédérique Frossard et al
Publisher
Universitat de Barcelona
Year
2012
ISSN
2013-9144
ISSN
2013-9144
Language
English

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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 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.

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APA 7

al, F. F. E. (2012). A Learner-Centred Game-Design Approach: Impacts on teachers' creativity. http://greav.ub.edu/der/index.php/der/article/view/197/354

MLA

al, Frédérique Frossard et. "A Learner-Centred Game-Design Approach: Impacts on teachers' creativity." 2012. http://greav.ub.edu/der/index.php/der/article/view/197/354.

Chicago

al, Frédérique Frossard et. 2012. "A Learner-Centred Game-Design Approach: Impacts on teachers' creativity.". http://greav.ub.edu/der/index.php/der/article/view/197/354.

Harvard

al, F. F. E. 2012, A Learner-Centred Game-Design Approach: Impacts on teachers' creativity, Universitat de Barcelona, available at: http://greav.ub.edu/der/index.php/der/article/view/197/354 [Accessed 7 Aug. 2026].

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Resource details

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Title
A Learner-Centred Game-Design Approach: Impacts on teachers' creativity
Author / contributors
Frédérique Frossard et al
Publisher
Universitat de Barcelona
Publication year
2012
ISSN
2013-9144
ISSN
2013-9144
Language
English

Subjects

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creativity; game-based learning; game-design
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