Playfulness and Creativity as Vital Features when School Children Develop Game-based Designs

Abstract

The 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 school children 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 analogue-based 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 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.