Assessment of co-creativity in the process of game design

We consider game design as a sociocultural and knowledge modelling activity, engaging participants in the design of a scenario and a game universe based on a real or imaginary socio-historical context, where characters can introduce life narratives and interaction that display either known social realities or entirely new ones. In this research, participants of the co-creation activity are Malaysian students who were working in groups to design game-based learning resources for rural school children. After the co-creativity activity, the students were invited to answer the co-creativity scale, an adapted version of the Assessment Scale of Creative Collaboration (ASCC), combining both the co-creativity factors and learners’ experiences on their interests, and difficulties they faced during the co-creativity process. The preliminary results showed a high diversity on the participants’ attitudes towards collaboration, especially related to their preferences towards individual or collaborative work

A co-creativity theoretical framework to foster and evaluate the presence of wise humanising creativity in virtual learning environments (VLEs)

PublishedThis is the author accepted manuscript. The final version is available from Elsevier via the DOI in this record.Wise humanising creativity (WHC) is creativity guided by ethical action, meaning it is mindful of its consequences and is empowering, offering far greater shared hope for the future than the competitive mentality that pervades most education systems. Understanding how virtual learning environments (VLEs) can foster WHC is becoming exceedingly important because it problematizes the marketisation of childhood and youth. It also offers new ways of considering educational futures including implications for the theoretical understanding of creativity within VLEs. We report on the theoretical development of the concept of WHC within C2Learn, a three-year project designing a digital gaming environment that provides children and young people with multiple opportunities to engage in co-creativity to foster their WHC. C2Learn is the first time WHC has actively been conceptualised in a digital context. We present our over-arching co-creativity conceptual framework which has been developed to frame the specific kind of co-creativity that is envisaged within C2Learn’s VLE. Drawing on that framework, we present a co-creativity assessment methodology specifically focused on evaluating the presence of WHC. We argue that leveraging WHC within VLEs broadens perspectives on the purposes of education, as this ethically framed creativity foregrounds the role of values in generating fundamental small-scale creative change through ‘journeys of becoming’ that have the potential to generate ‘quiet revolutions’ or small cumulative, incremental changes over time which are meaningful to a particular community.The C2Learn project has been supported by the European Commission through the Seventh Framework Programme (FP7), under grant agreement no 318480 (November 2012–October 2015). The authors would also like to acknowledge the work of Andrew (Chin Chuan) Chong, who assisted in the design of the C2Learn Creativity Wheels. Finally we would like to remember Professor Anna Author 3 who sadly died during this project. It is because of Anna’s foresight and vision that our work on the C2Learn project was possible. Despite missing Anna, we are glad to have been able to see the project through to fruition so that children, young people and teachers across Europe can benefit from project outcomes inspired by Anna and her collaborative ideas and work on creativity in education

Gamification in Ethics Education: A Literature Review

Ethical literacy plays a significant role in human beings’ decision-making, influencing the quality of interpersonal relationships, harmony, well-being, and the sustainable development of society, economy, and technology. Among various pedagogical techniques, gamification, simulations, roleplay, and other game-based approaches have been recognized as potential avenues for experience and interactive-based pedagogy for ethics education. Although there is a rapidly increasing number of studies on game-based learning, the effect of gamification on the success of ethics learning is still unclear. Therefore, by conducting a systematic review of the extant empirical literature (N=101), this study aims at exploring the state of the art of gamification in ethics education, considering research design, adopted theories, gamification interventions, dimensions of ethics learning and effects of gamification. The literature synthesis revealed a variety of utilizing gamification for ethics learning in different facets with mostly positive outcomes. Based on the discussion of the main findings, seven different directions for future research are further proposed

Making Gameful Work Work: The Gamification of Strategic Human Resource Management

The recent pandemic enforced a massive digitalization in the working world and enabled the widespread utilization of gamification in organizations. Still, gamification in Human resource management (HRM) is rarely integrated into the human resources (HR) strategy and is often done on an operational level. We intend to portray the conceptual evolution of gamification in HRM. Through integrating the basic rationale of gamification design, we systematically utilize three resulting evolutionary gamification levels – structure, process, and dynamic capability – to explain how gamification in HR matures from a beginner level to a master level to contribute to the leverage of strategic potentials in HRM. At a meta-level, we will discuss the consequences of gamified HRM in terms of professionalization, hybridization, and captivation, finally concluding with a radical gamification vision for HRM

Research Commentary: Setting a Definition, Context, and Theory-Based Research Agenda for the Gamification of Non-Gaming Applications

As a nascent area of study, gamification has attracted the interest of researchers in several fields, but such researchers have scarcely focused on creating a theoretical foundation for gamification research. Gamification involves using game-like features in non-game contexts to motivate users and improve performance outcomes. As a boundary-spanning subject by nature, gamification has drawn the interest of scholars from diverse communities, such as information systems, education, marketing, computer science, and business administration. To establish a theoretical foundation, we need to clearly define and explain gamification in comparison with similar concepts and areas of research. Likewise, we need to define the scope of the domain and develop a research agenda that explicitly considers theory’s important role. In this review paper, we set forth the pre-theoretical structures necessary for theory building in this area. Accordingly, we engaged an interdisciplinary group of discussants to evaluate and select the most relevant theories for gamification. Moreover, we developed exemplary research questions to help create a research agenda for gamification. We conclude that using a multi-theoretical perspective in creating a research agenda should help and encourage IS researchers to take a lead role in this promising and emerging area

C2Learn Learning Design for CER: C2Learn project deliverable no. D2.2.2

Deliverable 2.2.2 is the second of the two public versions of the document; the first was delivered in Month 9 and this one in Month 18 of the three-year project. Similarly to D2.2.1, and D2.1.1 Interim, this document explicates the key concepts and principles relating to C2 Learn’s Learning Design. Developed by the OU team working closely with feedback from other consortium members, it sets out the over-arching theoretical frame of the project which encompasses Creative Emotional Reasoning (Deliverable 2.1.2) and its practical application in relation to the project's learning approach. Deliverable 2.2.2 is structured in three parts. The first considers the overall goals of the C2Learn gameful design encompassing a 'playful' digital gaming and social networking environment or "Co-creativity space" (C2Space). The C2Space exemplifies students' and teachers 'playful' experiences or what they do: - free exploration of ideas, concepts, and 'shared' knowledge - opportunities to engage in creative problem-finding and problem-solving - opportunities to be assisted by the system (Creativity Assistants) The second part addresses what the C2Space looks like in practice utilising the affordances of currently available examples of game prototypes and digital tools. The third part documents what will occur next in how the consortium is progressing in designing the C2Space encompassing a digital gaming and social networking environment, with the learning goals in mind. Inevitably as the parts of C2Learn are developing in planned parallel development, the Learning Design will in reality remain a living document throughout the second half of the project, with terminology and processes being refined. This official version though sets down markers as to our expectation of the direction of such evolution

C2Learn Learning Design for CER: C2Learn project deliverable no. D2.2.2

Deliverable 2.2.2 is the second of the two public versions of the document; the first was delivered in Month 9 and this one in Month 18 of the three-year project. Similarly to D2.2.1, and D2.1.1 Interim, this document explicates the key concepts and principles relating to C2 Learn’s Learning Design. Developed by the OU team working closely with feedback from other consortium members, it sets out the over-arching theoretical frame of the project which encompasses Creative Emotional Reasoning (Deliverable 2.1.2) and its practical application in relation to the project's learning approach. Deliverable 2.2.2 is structured in three parts. The first considers the overall goals of the C2Learn gameful design encompassing a 'playful' digital gaming and social networking environment or "Co-creativity space" (C2Space). The C2Space exemplifies students' and teachers 'playful' experiences or what they do: - free exploration of ideas, concepts, and 'shared' knowledge - opportunities to engage in creative problem-finding and problem-solving - opportunities to be assisted by the system (Creativity Assistants) The second part addresses what the C2Space looks like in practice utilising the affordances of currently available examples of game prototypes and digital tools. The third part documents what will occur next in how the consortium is progressing in designing the C2Space encompassing a digital gaming and social networking environment, with the learning goals in mind. Inevitably as the parts of C2Learn are developing in planned parallel development, the Learning Design will in reality remain a living document throughout the second half of the project, with terminology and processes being refined. This official version though sets down markers as to our expectation of the direction of such evolution