1. La creatività. Percorsi dinvenzione 20-22 settembre 2007 Videogame making and its potential for education and creativity mxlopez@uniroma3.it Università RomaTre Ximena López

2. La creatività. Percorsi dinvenzione 20-22 settembre 2007 Background Two main approaches to study videogames in education CONTEXT Diversity and challenge Commitment to work Trust and confidence Idea support TASK Challenging Complex Ill-defined Circular and iterative How playing video games helps learning Process of video game development exhibits characteristics that have been described by the literature as creativity promoters (Amabile, 1996; Isaksen, Lauer and Ekvall,1999). How making video games supports knowledge and skills

3. La creatività. Percorsi dinvenzione 20-22 settembre 2007 Objective Hypothesis H1: Students participating to a videogame development activity perceive, in their learning context, the characteristics associated to typical creative environments. 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. 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. 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.

4. La creatività. Percorsi dinvenzione 20-22 settembre 2007 Method Results 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. Participants 10 students of two training programs, all male, age mean=27 Very different backgrounds and initial skills 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

5. La creatività. Percorsi dinvenzione 20-22 settembre 2007 Results Adequate responsibility load Possibility of assuming risks Adequate work load Poorly Perceived (3/24) Positive correlation between students perception of creative contextual characteristics and their evaluation of the courses impact on their creativity (Spearmans r=0.604, p=0.04). No significant correlation between students perception of tasks characteristics and their evaluation of the courses impact on their creativity.

6. La creatività. Percorsi dinvenzione 20-22 settembre 2007 THANK YOU mxlopez@uniroma3.it Ximena López