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La creatività. Percorsi d`invenzione
La creatività. Percorsi d’invenzione 20-22 settembre 2007 Videogame making and its potential for education and creativity Ximena López [email protected] Università RomaTre La creatività. Percorsi d’invenzione 20-22 settembre 2007 Background Two main approaches to study videogames in education How playing video games helps learning How making video games supports knowledge and skills Process of video game development exhibits characteristics that have been described by the literature as creativity promoters (Amabile, 1996; Isaksen, Lauer and Ekvall,1999). TASK Challenging Complex Ill-defined Circular and iterative CONTEXT Diversity and challenge Commitment to work Trust and confidence Idea support La creatività. Percorsi d’invenzione 20-22 settembre 2007 Objective Explore in what way videogame development creates a learning environment that promotes the emergency and development of creativity in students participating in a training program. Hypothesis H1: Students participating to a videogame development activity perceive, in their learning context, the characteristics associated to typical creative environments. H2: Students participating to a game development training program perceive that the task of developing videogames has the characteristics associated to typical creativity-fostering tasks. H3: Students’ perception of being involved in a creative task and in a creative environment is proportional to their perception of the development of their creativity. La creatività. Percorsi d’invenzione 20-22 settembre 2007 Method Participants 10 students of two training programs, all male, age mean=27 Very different backgrounds and initial skills Self-administered questionnaire, Likert scale items 24 items: evaluation of students’ perception of task and environmental characteristics. 3 items: perception of creativity improvement thanks to the training program. Results Highly Perceived (13/24) Commitment to work Motivating work climate Idea support Trust in others' work Opportunities for initiative Value of different skills and interests Reward to new ideas Encouragement for autonomy Circular and iterative process Complex and challenging All team members need creativity La creatività. Percorsi d’invenzione 20-22 settembre 2007 Results Poorly Perceived (3/24) Adequate responsibility load Possibility of assuming risks Adequate work load Positive correlation between students’ perception of creative contextual characteristics and their evaluation of the course’s impact on their creativity (Spearman’s r=0.604, p=0.04). No significant correlation between students’ perception of tasks characteristics and their evaluation of the course’s impact on their creativity. La creatività. Percorsi d’invenzione 20-22 settembre 2007 THANK YOU Ximena López [email protected]