2016
Bustillo, J.; Garaizar, Pablo
Using Scratch to foster creativity behind bars: two positive experiences in jail Journal Article
In: vol. 19, pp. 60-72, 2016.
Abstract | Links | BibTeX | Tags: Creativity, Offenders, Prison, Programming, Scratch, Skills
@article{Bustillo2015,
title = {Using Scratch to foster creativity behind bars: two positive experiences in jail},
author = {J. Bustillo and Pablo Garaizar},
url = {http://home/learninglabdeust/public_html.sciencedirect.com/science/article/pii/S1871187115300249},
doi = {10.1016/j.tsc.2015.08.003},
year = {2016},
date = {2016-03-01},
volume = {19},
pages = {60-72},
abstract = {In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.},
keywords = {Creativity, Offenders, Prison, Programming, Scratch, Skills},
pubstate = {published},
tppubtype = {article}
}
In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
2015
Bustillo, J.; Garaizar, Pablo
Using Scratch to foster creativity behind bars: Two positive experiences in jail Journal Article
In: Thinking Skills and Creativity , vol. 19, pp. 60-72, 2015.
Abstract | Links | BibTeX | Tags: Creativity, Offenders, Prison, Programming, Scratch, Skills
@article{Bustillo2015b,
title = {Using Scratch to foster creativity behind bars: Two positive experiences in jail},
author = {J. Bustillo and Pablo Garaizar },
doi = {10.1016/j.tsc.2015.08.003},
year = {2015},
date = {2015-08-01},
journal = {Thinking Skills and Creativity },
volume = {19},
pages = {60-72},
abstract = {In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
},
keywords = {Creativity, Offenders, Prison, Programming, Scratch, Skills},
pubstate = {published},
tppubtype = {article}
}
In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
2014
Bezanilla, María José; Arranz, Sonia; Jerez, Alex Rayón; Rubio, Isabel; Menchaca, Iratxe; Guenaga, Mariluz; Aguilar, Eduardo
A proposal for generic competence assessment in a serious game Journal Article
In: vol. 3, no. 1, 2014.
Abstract | Links | BibTeX | Tags: assessment, competences, evaluation, Skills, video games
@article{Bezanilla2014,
title = {A proposal for generic competence assessment in a serious game},
author = {María José Bezanilla and Sonia Arranz and Alex Rayón Jerez and Isabel Rubio and Iratxe Menchaca and Mariluz Guenaga and Eduardo Aguilar},
doi = {10.7821/naer.3.1.42-51},
year = {2014},
date = {2014-01-01},
volume = {3},
number = {1},
abstract = {This paper focuses on the design of a serious game for the teaching and assessment of generic competences, placing particular emphasis on the competences assessment aspect. Taking into account important aspects of competence assessment such as context, feedback and transparency, among other aspects, and using the University of Deusto's Generic Competences Assessment Model based on the defining of levels, indicators and descriptors as a reference point, a serious game has been designed for the development and evaluation of two Generic Competences: Problem Solving and Entrepreneurship, aimed at final-year undergraduate and first-year postgraduate students. The design process shows that having a Competence Assessment Model based on levels, indicators and descriptors is of great help in defining the game's scenarios and learning and assessment activities. Serious games can also be excellent resources to help in the development and assessment of generic competences, but not as a unique tool, since the concept of competence in itself is highly complex (integrating knowledge, skills, attitudes and values) and some elements might require other methods and techniques for its development. It also reveals the difficulties of evaluating competences in general and through serious games in particular.},
keywords = {assessment, competences, evaluation, Skills, video games},
pubstate = {published},
tppubtype = {article}
}
This paper focuses on the design of a serious game for the teaching and assessment of generic competences, placing particular emphasis on the competences assessment aspect. Taking into account important aspects of competence assessment such as context, feedback and transparency, among other aspects, and using the University of Deusto's Generic Competences Assessment Model based on the defining of levels, indicators and descriptors as a reference point, a serious game has been designed for the development and evaluation of two Generic Competences: Problem Solving and Entrepreneurship, aimed at final-year undergraduate and first-year postgraduate students. The design process shows that having a Competence Assessment Model based on levels, indicators and descriptors is of great help in defining the game's scenarios and learning and assessment activities. Serious games can also be excellent resources to help in the development and assessment of generic competences, but not as a unique tool, since the concept of competence in itself is highly complex (integrating knowledge, skills, attitudes and values) and some elements might require other methods and techniques for its development. It also reveals the difficulties of evaluating competences in general and through serious games in particular.