NEWTON SEA - Creative and Participatory Transcultural Practices and Problem Solving Through Game Design and Computational Thinking (CreativeCulture)
Lead Research Organisation:
Coventry University
Department Name: VC Office
Abstract
The project aims to address learning issues, challenges and opportunities with Malaysian children of remote rural areas, and to investigate their acceptance to and engagement with learning using the CreativeCulture model. Upon successful implementation and testing in the proposed participatory studies, the outcome of the research will inform Malaysia on means for effectively infusing the CreativeCulture model to assist and accelerate learning for children in remote rural locations.
To develop the CreativeCulture model, the project will explore, exploit and experiment the impact of arts, design and culture in enhancing creative thinking, problem solving and development in education through game design and computational thinking. The project is aligned with the inclusion of Arts in Science, Technology, Engineering and Mathematics education (STEAM), realising the potential of these subjects by enabling true innovation and new thinking through creativity. Art and culture boost creativity and creativity leads to innovation, new thinking and moving beyond
existing skills; all together are triggers and needed in the social and economical transformation. There is also a need for fun, playful, hands-on, socially and culturally grounded explorations of topics during primary and secondary school to foster contextualised and deeper learning. Hence, creating games as a cooperative activity on the edge of the diverse fields of Art, Design, Culture, Science, and Engineering can be a fertile ground to cultivate these mind-sets and practices.
To develop the CreativeCulture model, the project will explore, exploit and experiment the impact of arts, design and culture in enhancing creative thinking, problem solving and development in education through game design and computational thinking. The project is aligned with the inclusion of Arts in Science, Technology, Engineering and Mathematics education (STEAM), realising the potential of these subjects by enabling true innovation and new thinking through creativity. Art and culture boost creativity and creativity leads to innovation, new thinking and moving beyond
existing skills; all together are triggers and needed in the social and economical transformation. There is also a need for fun, playful, hands-on, socially and culturally grounded explorations of topics during primary and secondary school to foster contextualised and deeper learning. Hence, creating games as a cooperative activity on the edge of the diverse fields of Art, Design, Culture, Science, and Engineering can be a fertile ground to cultivate these mind-sets and practices.
Planned Impact
(i) Transformation in educational practices: The needs of Malaysia to continue sustaining growth in its economy towards reaching developed status hinges on a progressing and updated system of education. CreativeCulture will impact two of the eleven shifts of the system transformation in the Malaysian Educational Blueprint (MEB) 2013-2025:
-SHIFT 7: LEVERAGE ICT TO SCALE UP QUALITY LEARNING ACROSS MALAYSIA - CreativeCulture will design and develop adaptable programmes for enhancing creative problem-solving skills of primary and secondary school students, especially for rural and indigenous ethnic students informed by best practices in game design and computational thinking.
-SHIFT 9: PARTNER WITH PARENTS, COMMUNITY, AND PRIVATE SECTOR AT SCALE - CreativeCulture will extend the concept of creative learning from adoption in schools to wide-scale awareness of parents, communities and government agencies as learning is shifted from inside the classroom to everyday life. Acknowledgement of informal learning as an extension to formal methods is an important means for reshaping learning and learner preparedness to better match the needs of the 21st century knowledge economies and open societies.
(ii) Transcultural, creative, open and inclusive education: Rural communities around the world are marginalised due to lack of access, translating into huge knowledge divide. Given that Malaysia has diverse cultural communities with disparate ethnic groups in rural areas, cultural-ethnic considerations remain central in the Malaysian implementation of education policy. Despite the government's efforts to bridge the achievement gaps (equality), improving access to education and raising standards (quality) and promoting unity among students in the education policy development, many arguments suggested that the objective of the United Nation has not yet been achieved. Despite the implementation of special awareness programs and improving the infrastructure facilities in schools in rural areas, the challenges still exists due to the local culture, state of poverty (although the poverty rate has considerably reduced over the years) and attitude (dropouts, low percentage of rural and indigenous students completing their secondary schools). There is a need for culturalpedagogy to be developed and implemented to create fun and engaging learning that is sympathetic to their localised needs (including cultural heritage), to cultivate creativity and inclusivity in learning. CreativeCulture will address these issues by designing the CreativeCulture model/blueprint for use by the different learning communities to ensure equal access to creative teaching and learning methods, exploiting richness and diversity in culture for promoting creat ive, transcultural, open and inclusive means of facilitating education. The impact from this project will have significant implications for not only the pilot groups but also for many more in similar or worse situations the world over.
(iii) Creative economy: The MEB aims to transform the education system to address the need for a competitive and skilled labour force that is fresh, innovative and of high quality with a need to improve students' skills in critical thinking, creativity, communications and leadership qualities. CreativeCulture aims to provide the means for fostering creative and innovative culture in teaching and learning hinging on the potential impact of creative skills in uplifting the economy, aligning with the Malaysian government's emphasis on Creative Industries(CI) being one of the Entry Point Projects (EPPs) under the National Key Economic Areas (NKEAs) due to its potential in enhancing the Gross National Income. The government expects CI to contribute RM3 billion to the country's GNI and the creation of 10,000 jobs by 2020. As such, the government is in full support to initiatives that will boost the local creative industries in multiple aspects.
-SHIFT 7: LEVERAGE ICT TO SCALE UP QUALITY LEARNING ACROSS MALAYSIA - CreativeCulture will design and develop adaptable programmes for enhancing creative problem-solving skills of primary and secondary school students, especially for rural and indigenous ethnic students informed by best practices in game design and computational thinking.
-SHIFT 9: PARTNER WITH PARENTS, COMMUNITY, AND PRIVATE SECTOR AT SCALE - CreativeCulture will extend the concept of creative learning from adoption in schools to wide-scale awareness of parents, communities and government agencies as learning is shifted from inside the classroom to everyday life. Acknowledgement of informal learning as an extension to formal methods is an important means for reshaping learning and learner preparedness to better match the needs of the 21st century knowledge economies and open societies.
(ii) Transcultural, creative, open and inclusive education: Rural communities around the world are marginalised due to lack of access, translating into huge knowledge divide. Given that Malaysia has diverse cultural communities with disparate ethnic groups in rural areas, cultural-ethnic considerations remain central in the Malaysian implementation of education policy. Despite the government's efforts to bridge the achievement gaps (equality), improving access to education and raising standards (quality) and promoting unity among students in the education policy development, many arguments suggested that the objective of the United Nation has not yet been achieved. Despite the implementation of special awareness programs and improving the infrastructure facilities in schools in rural areas, the challenges still exists due to the local culture, state of poverty (although the poverty rate has considerably reduced over the years) and attitude (dropouts, low percentage of rural and indigenous students completing their secondary schools). There is a need for culturalpedagogy to be developed and implemented to create fun and engaging learning that is sympathetic to their localised needs (including cultural heritage), to cultivate creativity and inclusivity in learning. CreativeCulture will address these issues by designing the CreativeCulture model/blueprint for use by the different learning communities to ensure equal access to creative teaching and learning methods, exploiting richness and diversity in culture for promoting creat ive, transcultural, open and inclusive means of facilitating education. The impact from this project will have significant implications for not only the pilot groups but also for many more in similar or worse situations the world over.
(iii) Creative economy: The MEB aims to transform the education system to address the need for a competitive and skilled labour force that is fresh, innovative and of high quality with a need to improve students' skills in critical thinking, creativity, communications and leadership qualities. CreativeCulture aims to provide the means for fostering creative and innovative culture in teaching and learning hinging on the potential impact of creative skills in uplifting the economy, aligning with the Malaysian government's emphasis on Creative Industries(CI) being one of the Entry Point Projects (EPPs) under the National Key Economic Areas (NKEAs) due to its potential in enhancing the Gross National Income. The government expects CI to contribute RM3 billion to the country's GNI and the creation of 10,000 jobs by 2020. As such, the government is in full support to initiatives that will boost the local creative industries in multiple aspects.
Organisations
- Coventry University (Lead Research Organisation)
- Institute of Electrical and Electronics Engineers (IEEE) (Collaboration)
- University Malaysia Sarawak (UNIMAS) (Collaboration)
- SK Telaga Air (Collaboration)
- SK Long Lamei (Collaboration)
- Swinburne University of Technology Sarawak Campus (Collaboration)
- SJK(C) Chung Hua No.5, Kuching (Collaboration)
- SK Song Kheng Hai (Collaboration)
- SK Dato Traoh Muara Tuang (Collaboration)
- Sarawak State Museum (Collaboration)
- Howes Primary School (Collaboration)
- Telok Melano National School (Collaboration)
- Government of Sarawak (Collaboration)
- University of Côte d'Azur (Collaboration)
- Malaysia Sarawak Universitiy (UNIMAS) (Project Partner)
Publications
Minoi J
(2019)
A Participatory Co-creation Model to Drive Community Engagement in Rural Indigenous Schools: A Case Study in Sarawak
in Electronic Journal of e-Learning
Pappa D
(2019)
A Use Case of the Application of Advanced Gaming and Immersion Technologies for Professional Training: The GAMEPHARM Training Environment for Physiotherapists
in Electronic Journal of e-Learning
Anuar N H
(2021)
Art-Integration in Computational Thinking as an Unplugged Pedagogical Approach at A Rural Sarawak Primary School
in International Journal of Academic Research in Business and Social Sciences
Romero M
(2019)
Assessment of Co-Creativity in the Process of Game Design
in Electronic Journal of e-Learning
Clarke S
(2018)
Bothersome Beasties (and how to deal with them!)
Romero, M.
(2018)
Co-creativity assessment in the process of game creation
Arnab S
(2019)
Co-Creativity through Play and Game Design Thinking
in Electronic Journal of e-Learning
Anuar N
(2020)
Contextualising Computational Thinking: A Case Study in Remote Rural Sarawak Borneo
in International Journal of Learning, Teaching and Educational Research
Sylvester Arnab
(2019)
Creativeculture
in Proceedings of the 13th International Conference on Game Based Learning, ECGBL 2019
| Title | Bingo Race |
| Description | In this game, students are divided into groups of six persons. Each of them will be given a BINGO sheet. For each sheet, the numbers are arranged randomly. Each player will draw a number and a value place randomly from a box. The number and the value place obtained will be crossed out in the BINGO sheet. The challenge is for players to find a straight line consisting of seven crossed out numbers horizontally from the BINGO sheet. Once the player found it, he or she must quickly raise their hand and say the numbers crossed verbally. If the player can say out the numbers verbally correctly, he or she will win for that round. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | Developed by the teachers who are doing a masters at UNIMAS and tested in five schools This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are bing implemented in the schools. |
| URL | https://playbox.mycapsule.my/2018/12/13/bingo-race/ |
| Title | Circuit Smart |
| Description | Circuit Smart is a fun way for Primary Year 5 students to learn about the components of a simple electric circuit. The goal of the games is to enable players to build and differentiate between a series and a parallel circuit. The quiz is designed to be online, collaborative, and acts as a brain teaser. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | The pupils couldn't wait to play the entertaining game. It demonstrates their buddies' cooperation and zeal for the game's victory. Based on their observations, the teachers concurred that the students loved this gamification approach to teaching and learning and found the word game Circuit Smart to be delightful. |
| URL | https://creativeculture.my/ourworks/circuit-smart/ |
| Title | Circuit War game |
| Description | This game is adapted from a sport game called 'Dodgeball' where 2 groups of students will compete by throwing a ball to their opponent team. This game was gamified from Science subject (Series and Parallel Circuit) where players compete to protect all electrical components from the opponent team from breaking the circuit by throwing a rubber ball. First, the Strategy Master need to plan and strategize his/her team's components position using the online application; 'The DC Circuit Builder'. He/she may discuss with his/her team members. (https://www.physicsclassroom.com/Physics-Interactives/Electric-Circuits/Circuit-Builder/Circuit-Builder-Interactive ). Next, the eight players need to stand/positioned on the Circuit Mat as planned. Every player, excluding the Strategy Master will be wearing a card that indicates the electrical components in the circuit. The players represent a complete circuit through joining hands. The rubber ball acts as a breaker in a circuit. Each team must protect their components by dodging or move together (joint-hands) to avoid being hit by the ball, without breaking the circuit. Each team will take turn to throw the ball. If any of the component in the circuit is hit by the ball, Strategy Master will have to determine the substitute component in order to keep the circuit complete. This game enables understanding of the differences between series and parallel circuits, and the causes and effects of a circuit breakdown as well as its application in daily life. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | Developed by teachers - masters at UNIMAS and tested in five schools. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are being implemented in the schools. |
| URL | https://playbox.mycapsule.my/2018/12/13/circuit-war/ |
| Title | Coordinates Twister Game |
| Description | This is a mathematics game that related to coordinate as well. Year 4 and 5 Mathematics syllabus and curriculum specification were used as a reference for learning content. The game mechanics is adapted from a physical game, twister. "Coordinate Twister" aimed to enable the students to read the coordinates "across first, then up". Then, they are able to place their hands or feet on right coordinates. The teams with all parts of body on right coordinates in shorter time will win the game. The team will lose twister game if they take longer time to complete the task, or falling or letting a knee or elbow touch the mat. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2019 |
| Impact | Created by teachers implemented in schools |
| URL | https://playbox.mycapsule.my/2019/10/14/coordinates-twister/ |
| Title | Design Thinking for Educators (card game) |
| Description | This game card is for educators to learn the Design Thinking approach itself and act as assistant to teaching and learning process in accordance with 21st-century learning. This is a creative product developed by the teachers localising our design thinking approach demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, currently piloted in schools. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | Developed by a teacher who were doing their masters at UNIMAS and is currently being tested in schools. |
| URL | https://playbox.mycapsule.my/2018/12/13/design-thinking-for-educators/ |
| Title | Digitz Monopoly |
| Description | This game is an adaptation from Monopoly games and it is based on Mathematics subject for primary school. The main objective is for the students to master the digits in mathematics up to millionth. The game is played by 4 persons and during the first round, no one is allowed to get any property on the board. Every player will be rewarded with 2 points every time they pass the 'Start' box. If they want to own the property, they need to answer questions related to digits. For each property they own, they will get 5 points. Other who stopped at owned property has to answer question and if he failed, 1 point will be deducted and awarded to the owner of the property. There are also 'Chance' and 'Community Chest' boxes and player can be either rewarded or deducted points. The winner is the one who own the most property. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | Developed by the teachers who are doing a masters at Unimas and tested in five schools. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are bing implemented in the schools. |
| URL | https://playbox.mycapsule.my/2018/12/13/digitz-monopoly/ |
| Title | Dominoes-Match Me game |
| Description | This is a game where students are required to match questions with the correct answer to complete the dominoes. This game is more or less the same with Equivalent Fractions Tarsia. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | Developed by teachers who were doing their masters at UNIMAS and tested in five schools. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are bing implemented in the schools. |
| URL | https://playbox.mycapsule.my/2018/12/13/dominoes-match-me/ |
| Title | Equivalent Fraction Tarsia game |
| Description | This a game where students are required to match the questions card with the correct answers card to finished the tarsia. Through this game, students able to learn fractions in a fun way. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | Developed by the teachers who were doing their masters at UNIMAS and tested in five schools. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are bing implemented in the schools. |
| URL | https://playbox.mycapsule.my/2018/12/13/equivalent-fraction-tarsia/ |
| Title | Feature page: Summary of ACES case study - Gamifying STEM |
| Description | The website offers a summary of Gamiflying STEM aimed at Malaysian educators. Specifically, it highlights the integration of gamification into a professional development program for STEM teachers as a case study. The website's resources function as a centralised information repository for educators interested in adopting similar playful and frugal strategies for STEM subjects within their schools. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | To date, more than 5,000 teachers have participated in gamification-focused training sessions for teaching and learning STEM subjects in schools in Malaysia. The training leverages on the STEMBucket program's playful, co-creative, and frugal methodologies to cultivate 21st-century learning competencies and facilitate STEM-based innovative projects. |
| URL | https://aces.gchangers.org/case-studies/gamifying-stem/ |
| Title | Feature page: Summary of ACES case study - Playful & Frugal STEMBucket Programme in Malaysia |
| Description | The website presents an overview of the Playful & Frugal STEMBucket Program in Malaysia, which primarily focuses on STEMBucket activities designed for school children and supervised by undergraduate students from UNIMAS. The resources available on the website serve as an information repository for educators seeking to replicate comparable practices in their own schools. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | STEMBucket has been implemented in both classroom and extracurricular settings within schools. To date, over 300 students and youths ranging from ages 8 to 17, as well as more than 500 undergraduate students, have used the STEMBucket program and benefited from its offerings. |
| URL | https://aces.gchangers.org/case-studies/stembucket-malaysia/ |
| Title | Feature page: Summary of ACES case study - Playlab bus Empowering Artists |
| Description | The webpage showcases the outcomes of a local artist-in-residence initiative that collaborated with PlayLab to experiment with a fresh work setting and undertake a mural-making project to produce conceptual artwork amidst new challenges. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | The exclusive needs of PlayLab have prompted the professional presentation of concepts, the critical resolution of design and technical hurdles through co-creation among lecturers and students, and the practical resolution of real-life challenges via hands-on exercises and co-creation with artists and mentors. |
| URL | https://aces.gchangers.org/case-studies/playlab-bus/ |
| Title | Frugal Playful STEM handbook (ACES StemBucket Handbook) |
| Description | This handbook compiles examples of playful and frugal learning resources for learning STEM co-created by teachers and learners in Malaysia, Indonesia, and Vietnam. This is an impact of our engagement with them and through the friendly competition (ACES challenge), they were able to produce learning resources based on the ACES principles - Playful, Frugal, and Co-creative. The handbook also describes the Playful and Frugal values that can be embedded into learning design and provide instruments for reflecting on learning designs. The handbook can be downloaded from the ACES website. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | This handbook showcases evidence of the impact of ACES in informing learning resources design based on playful and frugal principles. The impact is the confidence and exposure that the teachers and learners have received through their participation. The teachers in Malaysia have also been engaging with another sister initiative CreativeCulture 4.0 (and previously CreativeCulture), who have also participated in this challenge. This is an impact for these two initiatives that have been showcased in the ACES challenge. |
| URL | https://aces.gchangers.org/challenge/ |
| Title | HistoRace |
| Description | Students are taught about Japanese Occupation of Sarawak and then to answer quizzes via Genially |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | Pure excitement was observed from the students' faces as they immersed in the collaborative and competitive learning experience. Distance was no longer a barrier as the groups gradually developed team spirit and motivated one another. |
| URL | https://creativeculture.my/ourworks/historace/ |
| Title | Kebaboom Game |
| Description | Kebaboom is a game that makes learning exciting since it could be used to learn many subjects including Mathematics, Science, English subject and many more. In this game, colourful wooden sticks are labelled with numbers and the word 'Kebaboom'. The sticks are arranged randomly in several cups. Then, the students are split into two groups and the first student will pick a stick. For example, if he picks a stick with a number on it, he will have to answer a question based on the number. If he answered correctly, he will get marks and he has the choice to either continue the game, or let the other team pick a stick. If he choose to continue and unexpectedly picks a 'Kebaboom' stick, he will lose his marks. Thus, students need to strategize well to retain their accumulated marks. The team with higher marks at the end will be the winner. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2019 |
| Impact | Created by teachers implemented in schools |
| URL | https://playbox.mycapsule.my/2019/10/14/kebaboom/ |
| Title | Lamei Math Game |
| Description | Lamei Maths is one of the board games for students getting familiar with Whole Numbers in Mathematics subject. In this game, students need to pick two cards of the same number. The rules is they can only flip one card at a time. They have to match the first card number with the second card. If the two cards are matched, then they can collect it. However, if the first card and the second cards are unmatched, other student will take their turn to flip the card. Students who collect the most cards will be the winner. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | This game was developed by a Teacher at Long Lamei School after the game design thinking workshop we conducted in May 2018. This game is currently being used in his teaching and has been demonstrated at the last Gamification Seminar Dec 2018. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are being implemented in the schools. |
| URL | https://playbox.mycapsule.my/ |
| Title | Lamin Bau game (Tall House) |
| Description | Lamin Bau was created by rural teachers in Sarawak to engage students to learn about Science. A group of students are required to build a high, strong, and stable structure of blocks. The instructions of the game are: 1. Each group will be divided into 2 to 3 students. 2. Each group will be given a set of building block. 3. Each group build a strong and stable structure. 4. The group that build a highest and most stable structure will be the winner. The game also include the remixing of Jenga game mechanics, where each coloured blocks will represent different level of difficulty and scores. if the higher score question is selected, the players will have to pull out the block with the associated colour. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | The game was developed by the teachers after the game design thinking workshop and was tested with the students. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are bing implemented in the schools. |
| URL | https://playbox.mycapsule.my/ |
| Title | Magic Moseng (Magic Mouse) game |
| Description | Similar concept to the Talking Sticks game, Magic Moseng game is created for primary school students to learn about Addition for Mathematics subject. It can be played for around 30 to 60 minutes. The rules are: 1. If the mice did not reach the question number, they have another two trial. 2. If they still not reach the number, they cannot answer the question and not get marks. The instructions are: 1. Student throw the dice. 2. Based on the number they get; they need to find the question number on the mat. 3. They need to code the mice to get to the number on the mat. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | The game was developed by the teachers at Long Lamei School after the game design thinking workshop. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are being implemented in the schools. |
| URL | https://playbox.mycapsule.my/2019/01/08/magic-moseng/ |
| Title | Magical Chair game |
| Description | This game is from the children's game called Musical chair, where students sit in a circle to compete in getting a seat once the music stops. However, this game was gamified from Science subject (Food Chain) to where children still compete for a place to seat but every player gets a tag indicating which animal they are roleplaying. The tagged must know who to catch and 'kill' before the prey can return to the 'safe house'. With this game, students will be able to understand and build food chains in a variety of habitats such as ponds, forests, pastures, paddy fields and farms. Other than that, children should be able to predict the effects of other living creatures on population changes in the food chain in a habitat. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | Developed by teachers - masters at UNIMAS and tested in five schools. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are being implemented in the schools. |
| URL | https://playbox.mycapsule.my/2018/12/13/magical-chair/ |
| Title | Math Ninja Training |
| Description | A group of Masters in Learning Sciences students, Cohort 17, developed this game. They were introduced to CreativeCulture's methodology - Game Design Sprint, to create a game that uses actual content knowledge. The students designed the game using gameful elements and Genially that trigger the development of Higher Order thinking skills. The game was designed to enhance students' basic mathematical skills and concepts. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2021 |
| Impact | The game was co-created with a local teacher (Cikgu Mark Jana) to strengthen students' knowledge on basic Mathematical skills and concepts. The online games were introduced to help teachers during the lockdown period. After the design process, the teacher was able to design his own fun and engaging online learning materials. |
| URL | https://youtu.be/CcoBpMXms7E |
| Title | Mophobology |
| Description | Morphobology is a combination of the words Morphology and a board game. The team incorporates morphemes related to shapes and configurations of transportation, food, nature and body parts. Players determine a creature's role and course of development in the game. Players can expand their word knowledge by learning about morphology and identifying words while playing. The game allows for three to four players at any one time. If there are more players, more new terms should be created. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | The Gamification Seminar 2022 featured this game as one of its Showcase games. The Seminar participants were informed about the game design and its effects. Instructors can gain inspiration for creating games for language-related lessons. |
| URL | https://creativeculture.my/ourworks/morphobology/ |
| Title | Morphunters |
| Description | Morphunters is a survival board game aiming to teach players about the morphological processes involved when forming a word. In Morphunters, each linguistic term has been simplified so everyone can have a go at this game. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | This game was selected as one of the Showcase game during Gamification Seminar 2022. The design process and impact of the game were shared to the attendees of the Seminar. Teachers can get ideas on how to design games for language related subjects. |
| URL | https://creativeculture.my/ourworks/morphunters/ |
| Title | PLAY Canvas for playful learning design |
| Description | We created a PLAY canvas, a newly designed brainstorming tool, to help teachers plan their gamification materials. It was used during our September workshop with Sarawak teachers. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2020 |
| Impact | Teachers' interest in testing the artefact. |
| URL | https://www.facebook.com/creativeculturemy |
| Title | Powerful Animal game |
| Description | This gamified lesson is adapted from the traditional checkerboard game. This lesson is on the special characteristics of animals and their behaviours when protecting themselves from extreme weathers and enemies. It is a lesson taught in the Science subject at primary school. The game can be played in a group of four and it is suitable for players age 9 - 12. Each group will be provided with 36 pieces of animals' cards which will be distributed among all 4 players in the group. The players will use the provided animals' cards to enter the checker box (pictures of predator animals or places). Players will need to apply their knowledge of animals' characteristics and behaviours while playing this game. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | Developed by teachers who are doing their master at Unimas and tested in five schools. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are being implemented in the schools. |
| URL | https://playbox.mycapsule.my/2018/12/13/powerful-animal/ |
| Title | Rajang River Run |
| Description | Inspired by the culture and lifestyle of the people in Sarawak, Rajang River Run is a game that can encourage students to learn vocabulary and improve their reading skills. This game also promotes the beauty of the culture and lifestyle of the people in Sarawak. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | The students were excited to play the colourful game cards together with the fun game boards. It shows their collaboration among their friends and enthusiasm to win the game. Based on the observation from the teachers, they agreed that this Rajang River Run word game is delightful and students enjoyed this kind of gamification approach in teaching and learning. |
| URL | https://creativeculture.my/ourworks/rajang-river-run/ |
| Title | Remixing STEAM game: Scavenger Hunt board game for English Language |
| Description | Theme: The Scavenger Hunt board game was devised to mirror existing mechanics of the Monopoly and Snakes and Ladders game play. Players take the part of English guide/teacher, attempting to describe in English the different local food, traditions and places of interest in Sarawak as well as general knowledge on animals, habitats and countries, to other players. The goal of the game is to motivate descriptive storytelling using the words on the card to describe the picture. Gameplay: The board is populated with two main spaces - the monopoly-liked spaces around the board and the snake-and-ladder space in the middle of the board. On his turn, a player rolls a die and moves that number of spaces around the monopoly section on the board. If a player lands on a land with cards, the player is to draw a card and describe the picture with words on the card to other players. At the same time, the player too will move the counter forward in the snake and ladder spaces, and perform the action designated by the space. If the space a player lands on is at the bottom of a ladder, he should climb the ladder, which brings him to a space higher on the board. If the space a player lands on is at the top of a snake/chute, he must slide down to the bottom of it, landing on a space closer to the beginning. The game continues until the first player reaches the highest space on the snake and ladder section of the board. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2017 |
| Impact | Design thinking enables teachers to rethink content knowledge presentation, consciously integrating the element of play and fun into the instructional strategies. Gamification used at the schools proved how the connectedness between children is a strong motivator for learning content knowledge with peers who share similar interests and motivation. |
| URL | http://www.mycapsule.my |
| Title | Remixing STEAM game: Hopscotch game for Science |
| Description | Theme: This game is devised based on Hopscotch. Hopscotch is an old traditional game to be played with 2 or more players. In each box, there are sets of different deck of cards containing questions and quizzes on natural living ecosystems and biology. Each of the cards has a number indicating the score. The goal of the game is to correctly answer as many questions and highest score wins the game. Every turn depends on who win from the osom (similar to the rock-paper-scissor game) by saying out loud "kunnng-chummm" together and simultaneously in a group before showing the hand gesture. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2017 |
| Impact | Design thinking enables teachers to rethink content knowledge presentation, consciously integrating the element of play and fun into the instructional strategies. Gamification used at the schools proved how the connectedness between children is a strong motivator for learning content knowledge with peers who share similar interests and motivation. |
| URL | http://www.mycapsule.my |
| Title | Remixing STEAM game: Solitaire Food Chain card game for Science |
| Description | Remixing STEAM game devised by CSCL students were on existing and traditional games usually played by children. Theme: According to the rules of the popular solitaire card game, the Solitaire-based Food Chain gameplay is similar except the numbers on the cards are replaced with images. The content of the card game is on nature and ecosystems. Players are to arrange the natural ecosystems in the correct sequence and in suit from quaternary user to sunlight. The game stimulates the fundamental knowledge of the natural ecosystems in the environment. Gameplay: Player is to deal out the deck of shuffled cards into five piles in a tableau manner: The first pile (left to right) includes one card, the second pile includes two cards, the third pile includes three cards, etc., so that the last pile has five cards, whereby each of the pile's top card is faced up. There are four natural ecosystems whereby the foundation would be the high suit i.e. sunlight cards. Player is to remove a card one at a time from any pile from the tableau, in a descending order to reveal the card face up. This card is now available to be played or to be played on. To move a card to a column, it must be one less in rank. The ranking are - Ecosystem -> Sunlight (high) -> Producer -> Primary user -> Secondary user -> Tertiary user > Quaternary user (low)). Usually when prayer deals a foundation, he can start a new column only if there is an empty column. Player that managed to complete the solitaire in shortest time will be the winner of the game. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2017 |
| Impact | Design thinking enables teachers to rethink content knowledge presentation, consciously integrating the element of play and fun into the instructional strategies. Gamification used at the schools proved how the connectedness between children is a strong motivator for learning content knowledge with peers who share similar interests and motivation. |
| URL | http://www.mycapsule.my |
| Title | Remixing STEAM game: Sudoku Add board game for Mathematics |
| Description | Theme: The Sudoku Add is a variation the popular Sudoku puzzle, the players try to place their numbered cards in such a way that in each column, in each row and in each block each number occurs only once to cumulate the same sum. Players learn numbers, mathematics and recognising patterns. Gameplay: The puzzle is made up of 3 x 3 blocks. Points are given to the correct placement based on the number of tiles laid to get a correct sum. Player can play alone or up to 4 players by solving the same puzzle simultaneously. Timer can also be included. The calculated numbers (between 1-8) on every row and column will be added to get a number equals to the number at the centre of the card (either number 12, 13, 14, and 15 respectively). The scoring based on cards;-Card 12 = 5 points; Card 13 = 10 points; Card 14 = 15 points; Card 15 = 20 points.Highest points within the shortest time will win the game. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2017 |
| Impact | Design thinking enables teachers to rethink content knowledge presentation, consciously integrating the element of play and fun into the instructional strategies. Gamification used at the schools proved how the connectedness between children is a strong motivator for learning content knowledge with peers who share similar interests and motivation. |
| URL | http://www.mycapsule.my |
| Title | Shop Till You Drop game |
| Description | This is a gamified version of a chapter 'Wang hingga RM 100 000' in Year 5 Mathematics. Students required to work in groups to spend the money given to them to the max. However, they are only allowed to purchase one item once, in order to spend the money they are allocated with. The group that has the smallest amount of change is the winner. Through this game, the students learn to use mathematical equations using money and objects of purchase as a means to visualise the value of money. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | Developed by teachers who are doing their Masters at UNIMAS and tested in five schools. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are being implemented in the schools. |
| URL | https://playbox.mycapsule.my/2018/12/13/shop-till-you-drop/ |
| Title | Superb Materials game |
| Description | This gamified lesson is adapted from a traditional card game called UNO. The game is for 4-5 players. Every player starts with an equal number of cards. All the cards are dealt face down. Instruction Cards (6 cards) are placed in a Draw Pile face down. The first player is the player to the left of the dealer and gameplay follows a clockwise direction. The first player selects one of the Instruction Cards and draws his/her cards to match the instruction. Players can also draw their Action cards on their turns. If the player has no matches, they are required to take all the cards. The game continues until a player has no card left (winner). This lesson is constructed for learning Science, which focuses on Properties of Materials. With this game, students will be able to (1) identify objects based on the type of materials used, (2) classify objects and their characteristics and (3) arrange the objects based on their abilities to absorb water, float on the water surface and allow light to pass through. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are bing implemented in the schools. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | Developed by teachers - masters at UNIMAS and tested in five schools This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are being implemented in the schools. |
| URL | https://playbox.mycapsule.my/2018/12/13/superb-materials/ |
| Title | Tangram game |
| Description | This is a game where students would need to match the shapes given to them according to the shapes in a sheet given. Through this game, students will learn about geometry. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | This game was developed by teachers who were doing their masters at UNIMAS, and these games were tested in five schools. This is a creative product developed by the teachers demonstrating impact on the ODA for scaling up innovation in teaching and learning in Malaysia, ensuring access to creative methods would produce tangible outcomes, which are bing implemented in the schools. |
| URL | https://playbox.mycapsule.my/2018/12/14/tangram/ |
| Title | The Music Rhythm Tour |
| Description | A team of young musicians decided to embark on an expedition to visit some world class music halls around the world, in the hope of inspiring their mind to construct motifs and phrases for a symphony that their team were commission to produce at the end of 4 seasons. To do so, their team are determined to construct a 4 bars phrase in every location they visit. Along their journey across the world you will about (i) Rhythm (ii) Musical Forms (iii) Dynamics (iv) Music Directions. As they are building these phrases they need to work together with your team mates using each other's special ability to get the jobs done. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | During the original play day was done in an online version. Despite the difficulty in using the online platform dealing with card shuffling and distributing the cards, players are very eager in working together to complete the task. There were much conversion going on of which these conversations includes helping, discussing, predicting and planning. Apart from that, it is noticed that players seems to constantly hum the rhythm as they browse read the rhythm patterns on the board. |
| URL | https://creativeculture.my/ourworks/the-music-rhythm-tour/ |
| Title | Tic Tac Toe Math Game |
| Description | A group of Masters in Learning Sciences students, Cohort 15, developed this game. They were introduced to CreativeCulture's methodology - Game Design Sprint, to create a game that uses actual content knowledge. The students designed the game using gameful elements that trigger the development of Higher Order thinking skills. The online game was designed to help students master the basic concepts of multiplication. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2021 |
| Impact | Students could use the game to strengthen their knowledge on the concept of Multiplication. The game was designed to help teachers during the lockdown of Covid-19 outbreak. The game is still available online for teachers to use in the classroom activity or as supplementary material. |
| URL | https://www.educandy.com/site/resource.php?activity-code=63f58 |
| Title | Treasure Math Game |
| Description | Treasure Math game is a game that helps make learning Mathematics enjoyable and enhance students' skills in memorizing the multiplication table. In this game, the cards will be arranged to mimic the 'multiplication table', but with all the cards randomly placed face down. The first student needs to pick a card. For example, if he picks a card with the number 12, he will need to find two numbers that will give 12 as an answer when multiplied and find the exact spot of the card on the multiplication table. The student will lose their turn if they did not answer it correctly. The winner is the student with the most correct answers at the end of the time available. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2019 |
| Impact | Created by teachers and implemented in schools. |
| URL | https://playbox.mycapsule.my/2019/10/14/treasure-math/ |
| Title | Video of Site Visit to Long Lamai May 2018 |
| Description | The video documents the site visit at Long Lamai Village and school. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2018 |
| Impact | Used as key dissemination artefact, which was also showcased at the meeting with the village residence. Highly positive feedback and spirit about our programme at their village. |
| URL | https://youtu.be/wRagGh9mcjY |
| Title | Video of the Gamification Seminar 2018 (end of project showcase) |
| Description | The Gamification in Learning seminar (12 Dec 2018) was organised to celebrate and showcase outcomes from the CreativeCulture project. It also marked the launch of the Gamification (myCapsule Space) lab, where the event was hosted. The seminar presented ideas about playful and gameful learning, to extend formal engagement methods in teaching. Gameful learning experience promotes lifelong learning, and reshapes thinking about learning for 21st century knowledge economies and open societies. The seminar tapped into playful inspirations of existing traditional games played by various cultures in Sarawak and all around the globe. https://dmll.org.uk/creative-cultures-my-capsule In the workshop, participants developed playful solutions to address serious challenges, themes and topics. Two keynote speakers spoke about gamification of learning, from perspectives and experiences in the UK, the US and in Malaysia. Success stories by teachers who have used gamification in their own classrooms were also presented at the seminar. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2018 |
| Impact | Dissemination of the event outcomes and highlights. |
| URL | https://youtu.be/4VMdppzPF6I |
| Title | Video of the Remix Play 2 Summit |
| Description | Video to showcase highlights from the Remix Play 2 Summit - co-hosted by Coventry University's Disruptive Media Learning Lab, HEFCE Game Changers project and Newton CreativeCulture project - exploring cocreativity inspired by Play and Games (http://gamify.org.uk/gc-events/remix-play-summit-2018/). |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2018 |
| Impact | To soon to describe - just been released and will be used to reach out to different stakeholders. |
| URL | https://www.youtube.com/watch?v=K_q1BlaVpj0&feature=youtu.be |
| Title | Video on Trans-disciplinary game development |
| Description | The video elaborates on the Trans-disciplinary methodology for serious games development, which has been the research driven context for the development of the game design thinking approach for the CreativeCulture and GameChangers programme. The video features Samantha Clarke - the researcher on the project. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2018 |
| Impact | This work has been used by other researchers. |
| URL | https://www.youtube.com/playlist?list=PLfoac6TfOZIljIturQhv126vpp17R8TUi |
| Title | Video: Using Classic Lego Bricks to Gamify the learning of Research Methodology |
| Description | A remixed play session was held with thirty undergraduate students who are currently studying Research Methodology for Cognitive Science at Universiti Malaysia Sarawak (UNIMAS). The first phase of the course has always presented one of the biggest challenges to the students. They have to choose a research topic from the multidisciplinary field of Cognitive Sciences and match an investigatable research problem for their course project. To assist students in understanding the complexity of their task and in selecting an appropriate focus for their research project, a Lego activity was created and conducted for the class. Students were asked to pick one brick each, from a mountain of Lego bricks from all shapes, colours and sizes, and to attempt to build a single structural unit using every Lego brick selected by everyone in their team. Their team's collective presentation of the structure has to incorporate rationales behind the selection of topics. The video captures the process of selecting, discussing, and constructing the Lego structure for each team. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2019 |
| Impact | In the reflective session at the end of class, students revealed how they were able to illustrate the overwhelming feeling they experience in selecting one topic for research. There are many aspects of Cognitive Science that they have learned, but they still felt they need to learn more about the field to be able to investigate deeper into valid issues within the discipline. In the recorded activity, the students found the teamwork between them enabled them to value the confusion and uncertainty they individually felt, as the same emotions and experiences were shared by peers in their team. At the end of class, when their team's structural unit is completed, they appreciated the visual representation of their collective unreadiness for the research methodology course, and they are able to visualise how others are experiencing similar anxiety and anticipation to succeed in the course. The video was posted in the Newton CreativeCulture's social media platforms and the class' WhatsApp group, to enable after-class reflection. |
| URL | http://bit.ly/NewtonCC_RMLego |
| Title | Word Disaster |
| Description | "Word Disasters" was created to motivate the students to master and increase their interest in Syntax topic. "Word Disasters" is a card game that refers to the game mechanics of Cards against Humanity. Aim of this game is to help the students understand syntax topic. The words are including the verbs, adjective and nouns. And the player can choose the assent card to use the assent to speak. The objective of game is let the people have more confidence to speak English. The game allows for three to four players at any one time. If there are more players, more new terms should be created. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | During the Gamification Seminar 2022, this game was to shared its design process and impact with the attendees. This can serve as a source of inspiration for educators who are looking to create language-related games. |
| URL | https://creativeculture.my/ourworks/word-disaster/ |
| Title | Word Puzzle and BiMaze Game |
| Description | BiMaze game was adopted from BINGO and Maze games, whereas Word Puzzle was adopted from a Puzzle game. These games emphasised collaborative learning via technology to solve Bahasa Melayu and Mathematical problems. The team members need to work together to solve the problems to win the games. The games will challenge them to find the answer together by collaborating with all team members that consist of virtual and onsite members. The team will learn to collaborate, evaluate and improve their strategies to win the game. Hence, the games promote meaningful fun learning and open learning at the same time. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | Students engaged and participated actively in the activities during the PlayDay. |
| URL | https://creativeculture.my/ourworks/word-puzzle-bimaze/ |
| Description | The project is adapting the game design thinking approach of the already established Coventry University's GameChangers (http://gamify.org.uk) initiative, where we believe that we can use games for engaging students' learning and that teachers and students can co-create game-based resources for their teaching and learning activities. The approach has been expanded to engage teachers and primary school students in five different rural sites in Sarawak (Borneo), Malaysia, where engagement with education, in general, is very low. The UK and Malaysian team have conducted pre-feasibility and participatory workshops and studies that have informed the CreativeCulture blueprint (the framework of how game-based learning and game design thinking can be used as part of teaching and learning in Malaysia), and game-based learning resources have been co-created by the participating teachers, which were implemented in five rural schools with positive response and feedback. Findings from the trans-cultural engagement with these communities and the teachers have informed the development of: (i) the final blueprint/guidelines for how arts and creativity can be embedded in STEM education (STEAM) via playful and gameful approaches (both physical and digital copy as an open educational resource). The game design process has been simplified to ease access and the co-developed games have been used to create templates and examples that teachers could adopt and adapt in their own practices. The Blueprint has been reported as an outcome. (ii) a set of PLAY cards to help guide teachers with the creation of gamified learning with inspirations from existing games; and (iii) a set of Design Thinking cards to guide teachers to learn about Design Thinking to create innovative gameful learning tasks (and these cards have been produced in the local language - Malay, for wider and contextually relevant dissemination). These cards (i.e. the PLAY and Design Thinking cards) have also been reported as outcomes from the project. The initial buy-in from the local teachers was relatively low for fully embedding GBL in their teaching, due to practical and institutional constraints such as the (perceived) lack of materials (under the assumption that GBL is a mostly digital) and the need to optimise their time by keeping close to the government mandated curriculum. However, during the period of this study, it was made evident for the teachers, through the open reflections of their students about their experience and also their own experience in creating GBL resources in a very short time, that play can bring a powerful impact onto making pedagogical content more accessible. While it may require a substantial initial time investment, it can also work as a self-sustaining learning resource creation. The co-creation approach based on game design thinking has on-boarded them into the creative mindset that is translating into sustaining practices. This has led to over 20 games being developed and tested with the students. While learners, of course, should be given the ownership of the process of learning and inquiry (and play provides a powerful path towards this mindset), particularly when it comes to marginalised contexts, such as the communities engaged by this project, the full ownership of this process should also be carefully shared and extended to the teachers, and to the community beyond the school itself, to motivate, ground and, most importantly, localise the intervention. Following these insights, the project will continue to engage with students, teachers and communities in Malaysia through the physical lab - the first Gamification for Learning lab (myCapsule Space) set up for this purpose. Our activities in Borneo have also been reported and discussed in high profile press coverage and television broadcasts in Malaysia. One, in particular, is a panel session on a national television show discussing 'The Future of Learning in Sarawak'. The project has also been showcased as a case study on the AHRC research site. The project has also been presented to the Sarawak State's Education Director and Sarawak Multimedia Authority. These are key players and gatekeepers who enable wider dissemination and engagement in the long term. In sustaining the project, an ecosystem to extend the educational boundaries to also include private sectors was build. Our sustainable collaboration partners are from Swinburne University of Technology Sarawak Campus, IEEE Sarawak Subsection, and Digital Technology Hub Sarawak. Gamified STEM activities and educational robotics STEM were integrated in workshops and events. The project provides the means for lowering the barriers to access for creative and innovative educational methodologies; thus addressing the ODA and aligning with UNESCO's emphasis on teacher upskilling as key to addressing the targets of the UN's Sustainable Development Goal 4 Education. Regardless of the lack of resources and ICT access in the rural areas, teachers and students can still engage with innovative materials for teaching, which can easily be co-created by themselves to address the specific subjects in the classroom. Furthermore, the involvement of the community in each of our studies demonstrate the impact CreativeCulture could make beyond the schools. Our approach has caught the interests of various groups, including the State's Department of Education in Sarawak, local school administrators, and the Lawas District Education Office, North Sarawak, and teacher training colleges in Kuala Lumpur. The project has also been introduced to and discussed in a global online classroom for MSc Smart Educational Technology programme, based in France, in which the postgraduate students have had an opportunity to learn about the experiences and findings of the project, in particular on how it has impacted rural teachers in Sarawak. |
| Exploitation Route | The project has contributed towards the ODA with relation to leveraging and scaling up the innovative approach for increasing quality teaching and learning in Malaysia, providing access to creative and research-driven methodologies for creating new teaching and learning resources - empowering teachers and educators to be co-creators of their game-based learning (GBL) resources. Our findings are being adopted/adapted by teachers at different schools. It has also been embedded into the Masters' programme on Learning Sciences at UNIMAS, which is one of our key pathways for the project to engage with teacher training directly and in the long run. UNIMAS also has a continuous partnership with the rural schools, therefore maintaining support for the CreativeCulture approach. The project and stakeholders have co-produced a guideline for GBL to provide practical blueprints/templates for others to adapt. The initiative has also created a set of game design thinking tool, made up of play cards, known as PLAY card, based on the lessons learnt from the teachers' experience, providing useful prompts for informing GBL design. A set of Design Thinking cards has also been created to guide teachers to learn about innovative gameful learning design (produced in the local language). The printed copies have been distributed to the teachers, students and public/private agencies including the Department of Education. Digital copies are available as open online educational resources. The physical collaborative space/lab that has been set up will be the physical hub for the initiative and is currently used for further implementing our methods, reaching teachers and students in Sarawak. An MoU between UNIMAS and Coventry has been signed, as a result of the project, which aims to explore possible long term joint supervision of postgraduate students, potential collaboration in the areas of training and technology, and explores methods of increasing staff mobility between the two universities. Another MoU will be signed between UNIMAS and Swinburne University of Technology Sarawak Campus to pave the way forward for further collaborative relations in the area of STEAM and Gamification in Sarawak. |
| Sectors | Communities and Social Services/Policy,Creative Economy,Digital/Communication/Information Technologies (including Software),Education,Environment,Leisure Activities, including Sports, Recreation and Tourism,Culture, Heritage, Museums and Collections |
| URL | http://www.myCapsule.my |
| Description | The project explores the importance of arts and creativity in STEM education by looking at games as an innovative educational tool and gameplay as cultural relevance. Engagement with games is believed to be a powerful enabler to inspire how learning experience can be designed in a playful manner. The long term outcome of this project is to inspire the younger generations in the impact of creativity and co-creativity in their schools and also communities. The project has contributed towards the ODA in relation to leveraging and scaling up the innovative approach to increase the quality of teaching and learning in Malaysia while providing access to creative and research-driven methodologies for creating innovative teaching and learning resources. The project lowers the barriers to access for innovative educational techniques and empowers teachers to be co-creators of their own instructional resources. The game design thinking approach has been piloted with teachers, who are undertaking their postgraduate studies (MSc Learning Sciences Cohorts 9, 10, 11 and 12) at Universiti Malaysia Sarawak (UNIMAS) as part of the exposure to Game-based learning (GBL) in general and the co-creation process of GBL resources. Through short term projects, teachers in rural schools have also been engaged with the game design thinking approach, where they created their own GBL resources that were tested with their own students. The same approach has been introduced to the teachers and students at a local primary school in Coventry. To date, 18 games have been developed based on the game design thinking approach. The Game Design Thinking approach focuses on play and game inspirations, affording teachers the ability to co-creatively develop GBL resources that can be used to teach STEM subjects (game-based creative outputs as reported). The resources have been piloted at five rural schools in Sarawak (Borneo) with success in engagement as well as feedback from the stakeholders involved. The schools located at different remote locations have also been connected via teleconferencing to allow them to collaboratively engage with the game-based learning resources. The teleconferencing activity was also attempted to connect a rural school in Long Lamai with Howes Primary School in Coventry. These innovative approaches in Borneo have attracted interests from the press and major television networks (as reported), where our Malaysian partners have been interviewed on live television and have also been involved in a television panel show that focussed on the economic and societal development of Sarawak (Borneo state of Malaysia). The UK team has also been interviewed and published in the local and national newspapers in Malaysia. The PI, Prof Sylvester Arnab has been involved in high impact media interviews such as for EU School Education Gateway and PRESSTV on game-based learning. The transcultural findings from the rural communities in Malaysia have led to the development an easy-to-understand manual for teachers to adapt and adopt Arts and Creativity in STEM subjects through Gamification techniques, complete with some blueprints of how existing games (local and international) can be remixed and repurposed for learning. The simplified game design process and game-based learning resources in the CreativeCulture Blueprint aim to support and provide continuing access and adoption by the teachers and students beyond the duration of the project. Printed copies of the blueprint have been distributed to the local teachers, students, lecturers and public/private agencies including the Ministry of Education in the recent Gamification Seminar- the first seminar of its kind for the educators in Sarawak, Malaysia. A digital copy is also made available as open online educational resources. The blueprints were co-developed with teachers, which demonstrates a highly participatory approach the project emphasised. Two sets of play cards were also constructed in this project, to provide guidance for local teachers to use Gamification in Learning and Design Thinking approach in planning their instructional delivery. These cards, as with the blueprint, have been widely disseminated to local teachers and educators. Both blueprint and cards are continuously improved to ensure congruence with the curricular needs. Findings from the initial round of dissemination suggested that these materials are effective in providing guided structure to think, organise, decide and create an instructional plan using game-based elements. The Gamification Seminar (12th Dec 2018) also marked the launch of the brand new Gamification lab - the myCapsule Space - located at the Faculty of Computer Science and Information Technology at UNIMAS, which is open to educators who are looking to collaborate and co-create playful and gameful techniques and resources for education. This will form the strategy for sustaining engagement with teachers and students, and to support experimentations for on-boarding other stakeholders and communities into innovating teaching and learning practices in Malaysia. The approaches showcased and demonstrated at the seminar are already being adopted and adapted by the participants in their community. The team is also following up interests from the Education Department of Sarawak and also other local authorities in pushing the STEAM agenda via play and games as part of the State's STEM strategy. Furthermore, a Memorandum of Understanding between UNIMAS and Coventry has been signed, as a result of the project, which aims to explore possible joint supervision of postgraduate students, potential collaboration in the areas of training and technology, and explores methods of increasing staff mobility between UNIMAS and Coventry University. CreativeCulture is still active in Malaysia, where the permanent gamification lab has been used as a hub for knowledge and practice development. The Gamifification Lab has now been established as an official Gamification Centre in UNIMAS ( first ever in Malaysia) and the Malaysian PI Dr Jacey Lynn Minoi has been appointed as the director. The CreartiveCulture team based at this Centre continues to work with other groups, such as the different schools in Borneo, the departments of Education, the climate change research initiative between UNIMAS and Swinburne University, and so forth. The insights in this project have also informed the development of the ACES project that has received funding from UKRI GCRF for investigating transformative education for developing social resilience through the lens of playful pedagogy in Malaysia, Vietnam, and Indonesia. CreativeCulture is also further funded by the Newton Fund Impact Scheme (AHRC-ODA) for enhancing the impact into wider teacher training in Borneo (CreativeCulture 4.0 project). CreativeCulture as an impact case for GameChangers Initiative in the UK has also won the Gamification Award for Education and Learning 2019. As part of the GameChangers movement (also known as GameChangers Malaysia), CreativeCulture has been part of the case studies that has won the team GOLD at the QS Reimagine Education Award 2021 under the Science of Learning Categories. CreativeCulture is now the engine behind the first Gamification Centre in Malaysia and funded follow-on projects, such as CreativeCulture 4.0 and ACES. The impact of the original CreativeCulture is expanded through these two initiatives. The later is also impacting Indonesia and Malaysia, with elements of the initiative being adapted for a collaboration with Japan and the Philipines on microplastic and related educational strategy to increase climate awareness. |
| First Year Of Impact | 2017 |
| Sector | Communities and Social Services/Policy,Digital/Communication/Information Technologies (including Software),Education,Environment,Culture, Heritage, Museums and Collections |
| Impact Types | Cultural,Societal,Policy & public services |
| Description | CreativeCulture Gamification approach adopted and adapted by Department of Education (Sarawak, Malaysia) |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | Over 1000 teachers are already engaged in the training in collaboration with the Department of Education and teacher training colleges. They are also adopting and adapting our approach and implementing their own training of teachers. |
| Description | Gamification in Learning for Primary Schools in Malaysia |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| URL | http://www.astroawani.com/berita-malaysia/maszlee-mahu-ubah-sistem-pendidikan-berorientasi-peperiksa... |
| Description | Towards impacting the practice of teachers in Malaysia |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | Through our social media channel (https://www.facebook.com/creativeculturemy) and our soon-to-launched CreativeCulture Channel on YouTube (https://www.youtube.com/channel/UCjxzKd2vVJ0QtqzTTJ3lahA), we have reached and engaged with more than 12,000 individuals since its inception. We are collecting successful teacher stories, where our influence as a Gamification initiator in Education, has spurred creative efforts among local educators. One example is a teacher from SK Long Sukang, Cikgu Muhammad Nazmi, who created a commercially available set of play cards to teach English to Malaysian primary school students. His story is here: https://www.facebook.com/photo?fbid=795721677666994&set=pcb.795738590998636 |
| URL | https://bit.ly/3pjbHlf |
| Description | A Community-Centred Educational Model for developing Social Resilience (ACES): Playfulness towards an inclusive, safe and resilient society |
| Amount | £1,371,786 (GBP) |
| Funding ID | ES/T004789/1 |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 02/2020 |
| End | 02/2023 |
| Description | CreativeCulture 4.0 - Transforming 21st century teaching and learning of STEM in Malaysia through creative play and gamification towards Education 4 |
| Amount | £74,809 (GBP) |
| Funding ID | AH/V004077/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 05/2020 |
| End | 11/2021 |
| Description | MyOHUN RESEARCH GRANT |
| Amount | RM16,500 (MYR) |
| Funding ID | MY/NCO/ACT/P001/COMMUNITYFUND2018 |
| Organisation | MyOHUN |
| Sector | Academic/University |
| Country | Malaysia |
| Start | 03/2018 |
| End | 02/2019 |
| Description | UNIMAS MyRA Special Grant |
| Amount | RM20,000 (MYR) |
| Funding ID | F04/SpMYRA/1657/2018 |
| Organisation | Government of Malaysia |
| Sector | Public |
| Country | Malaysia |
| Start | 10/2018 |
| End | 10/2020 |
| Title | A catalogue of online tools to help teachers to create digital games, using our methodology |
| Description | A catalogue of online tools to help teachers to create digital games, using our methodology - Game Design thinking. A blueprint will be published at the end of the project to consolidate all materials and information in one place, and it will be distributed to all teachers in Malaysia through our social media channels. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2020 |
| Provided To Others? | Yes |
| Impact | Methods are being used in teacher training and also workshops. |
| URL | http://creativeculture.my |
| Title | ACES impact pathway- based on onboarding, practice building and consolidation pathway |
| Description | A model for pathway to impact based on the engagement phases (ref. Arnab S. (2020)'s Player's and Learner's Journey). This pathway can be used to inform the design of activities with the communities depending on where they are in the process. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2020 |
| Provided To Others? | Yes |
| Impact | It has been used to inform programme design for many of the activities under GameChangers, CreativeCulture, and ACES. |
| Title | PLAY cards |
| Description | The PLAY cards is a tool that would have a significant potential to impact the way local educators think about Gamification in Learning. The cards guide the thinking process and help users to identify, consider and decide each phase of GBL construction, to match the requirements and needs of their own teaching contexts. Input and feedback from users who have received the first version of the cards are currently being collected, to improve the presentation of thinking cues on the cards. The second version of the cards will be published once the input and feedback are consolidated with current investigations on the effectiveness of GBL in local classrooms. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | The cards are the only ones available in Malaysia currently, that helps teachers to gamify their instructional plans. With the current emphasis by the new Minister of Education to use innovative approaches like Gamification in the classroom, these cards will be useful to enable educators to be onboard with Gamification in Learning. The direct impact will be seen through the rate of engagement with students, and how well they are able to comprehend and make sense of the learning content presented to them through GBL. |
| URL | http://www.mycapsule.my/wp/wp-content/uploads/2019/01/P-L-A-Y-Cards-package.pdf |
| Title | Play-to-Engage framework for engaging rural communities |
| Description | The framework provides an empathic and indigenous means for engaging the community in a research project through the medium of play. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2019 |
| Provided To Others? | Yes |
| Impact | The tool has been key to our engagement with the remote communities in Borneo. |
| URL | https://pureportal.coventry.ac.uk/en/publications/a-participatory-co-creation-model-to-drive-communi... |
| Title | Forecasting modelling of COVID-19 cases in Sarawak for the Sarawak State Health Department |
| Description | COVID-19 data was manually acquired from the SDMC website. The forecasting modelling comprises these methods - likelihood, Markov Chain Monte Carlo and Bayesian to calculate the Rt (real-time R) values. |
| Type Of Material | Data analysis technique |
| Year Produced | 2020 |
| Provided To Others? | No |
| Impact | The forecasting models aid in providing recommendations and insights that assist authorities in developing effective strategies and interventions to mitigate the spread of COVID-19 and promote public health. |
| Title | PLAYBOX: Co-creation and remixed educational games |
| Description | PlayBox is available online in the myCapsule.my website. It is open space that acts as a resource centre for sharing creative and innovative artefacts used for gamification in STEAM subjects. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2019 |
| Provided To Others? | Yes |
| Impact | Teachers who developed education games using the co-creation approach can upload their games online on the PlayBox. |
| URL | http://playbox.mycapsule.my |
| Title | PlayStudio |
| Description | The database is constructed to compile all materials constructed during the course of this project. They are meant to be used for educators and parents who are keen to explore Gamification in Learning. All the materials which have been uploaded in this database to date are created using the CreativeCulture framework developed in the project, through the many Remixed Play sessions held with local teachers, educators and parents. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | This database is important to showcase all possible materials to parents, communities, industry players who are keen to play a role in advocating and integrating Gamification of Learning, to support the current needs to incorporate 21st-century skills in today's classrooms. The database was relevant to collate all evidence of thought and construction that took place using ideas presented in this project. It was shown to Sarawak's State Education Department's top management team recently, and they were able to see the values of outcomes from the project. This is a significant impact on the project because it materialises the goals of the project in a manner quickly understood by educators. |
| URL | http://www.mycapsule.my/wp/?page_id=359 |
| Description | Collaboration and Partnership with Swinburne University of Technology Sarawak (SUTS) |
| Organisation | Swinburne University of Technology Sarawak Campus |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | We have carried out workshops together with communities and students at schools. |
| Collaborator Contribution | Swinburne has been involved as our partner and stakeholder in STEM and the work on ACES in implementing STEM-based learning using our STEMBucket programme. They have been engaging with ACES and organised a number of workshops and seminars. |
| Impact | The partners have collaborated with us, applied for financing, and received recognition from JST-STAND and CSIRO. These are the workshops that have been organised: 1. Fun STEM 2. Science on water 3. Mangrove living 4. Recycling and waste management 5. Beach cleaning |
| Start Year | 2020 |
| Description | Collaboration with Howes Primary School |
| Organisation | Howes Primary School |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | We have carried out workshops for the teachers at Howes. |
| Collaborator Contribution | Howes has been involved as our partner and stakeholder for the CreativeCulture project in collaboration with an EU Funded Beaconing project, where they are implementing game-based learning approach to support creative and computational thinking (e.g. using Scratch). Howes will be engaging with the Malaysian partners and the GBL resources produced. |
| Impact | Sample game-based lesson plans |
| Start Year | 2017 |
| Description | Collaboration with Long Lamei Primary School |
| Organisation | SK Long Lamei |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | We have carried out workshops for the teachers and students. |
| Collaborator Contribution | The teachers are implementing STEM activities in their teaching and learning at schools. Long Lamei will explore GBL approach in STEM and unplugged computational thinking activities with the UK partners to produce GBL resources. |
| Impact | Sample game-based lesson plans for their classroom and outside classroom activities. Robotic for learning were also included in the activities with the students and teachers. |
| Start Year | 2018 |
| Description | Collaboration with SJK(C) Chung Hua No.5, Primary School in Kuching |
| Organisation | SJK(C) Chung Hua No.5, Kuching |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | We have carried out workshops on playful and gameful design for the students at the school. |
| Collaborator Contribution | SJK(C) Chung Hua No.5 Kuching has been involved with the CreativeCulture project as stakeholders to integrate playful learning to enhance and enrich students' learning experience by involving gamification on real world issues such as climate change, as outside classroom activity in the school. |
| Impact | Climate change games and future collaboration in end of 2020. |
| Start Year | 2019 |
| Description | Collaboration with SJK(C) Chung Hua no.5 (Primary School) on STEM |
| Organisation | SJK(C) Chung Hua No.5, Kuching |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | ACES team organised a one-day STEM Gamification workshop together with the teachers using playful and frugal approach for the students at school. |
| Collaborator Contribution | SJK(C) Chung Hua No.5 Kuching has been involved with the ACES team as stakeholders to integrate playful learning to enhance and enrich students' learning experience by involving gamification on real world issues. |
| Impact | Future partnership to implement the STEMBucket programme in the school and organise further STEM workshops and activities at the school. |
| Start Year | 2022 |
| Description | Collaboration with SK Song Kheng Hai (Primary School) |
| Organisation | SK Song Kheng Hai |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | We have carried out workshops on playful and gameful design for the teachers and students at the school. |
| Collaborator Contribution | The Song Kheng Hai Primary School has been involved with the Service Learning Programme with our Malaysian partner and as stakeholders for the CreativeCulture project to integrate meaningful community service instruction to enrich learning experience of students, by implementing GBL approach in the school. |
| Impact | Sample game-based lesson plans and games. |
| Start Year | 2018 |
| Description | Collaboration with SK Traoh (Primary School) |
| Organisation | SK Dato Traoh Muara Tuang |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | We have carried out workshops on playful and gameful design for the teachers and students at the school. |
| Collaborator Contribution | The Traoh Primary School has been involved with the Service Learning Programme with our Malaysian partner and as stakeholders for the CreativeCulture project to integrate meaningful community service instruction to enrich learning experience of students, by implementing GBL approach in the school. |
| Impact | Sample game-based lesson plans and games. |
| Start Year | 2018 |
| Description | Collaboration with Swinburne University Sarawak Campus on STEM |
| Organisation | Swinburne University of Technology Sarawak Campus |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | We have carried out workshops for the lecturers and students at Swinburne on Remixed Play for Science, and STEM playground. |
| Collaborator Contribution | Swinburne has been involved as our partner and stakeholder in STEM and the work on CreativeCulture, in implementing STEM-based learning to support creative and design thinking for Science Communication courses. Swinburne will also be engaging with Creativeculture for the STEM Playground event that will be organised in March 2019. The head of STEM at Swinburne attended the Gamification Seminar 2018 at UNIMAS. MoU will be signed between UNIMAS and Swinburne University of Technology Sarawak Campus to pave the way for collaborative relations in the area of STEAM. |
| Impact | (1) Game design thinking workshops with Science Communication students at Swinburne. (2) A robotic booth by CreativeCulture at the Makers Meet event at Swinburne in collaboration with Petrosains in 2018 (3) Remixed Play games using PLAY cards for the STEM Playground 2019 |
| Start Year | 2018 |
| Description | Collaboration with Telaga Air Primary School |
| Organisation | SK Telaga Air |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | We have carried out workshops for the teachers and students |
| Collaborator Contribution | Telaga Air has been involved with the Service Learning Programme with our Malaysian partner and as stakeholders for the CreativeCulture project to integrate meaningful community service instruction to enrich learning experience of students, by implementing GBL approach in the school. |
| Impact | Sample game-based lesson plans |
| Start Year | 2017 |
| Description | Collaboration with Telok Melano Primary School |
| Organisation | Telok Melano National School |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | We have carried out workshops for the teachers and students |
| Collaborator Contribution | Telok Melano has been involved with the Service Learning Programme with our Malaysian partner and as stakeholders for the CreativeCulture project to integrate meaningful community service instruction to enrich learning experience of students, by implementing GBL approach in the school. |
| Impact | Sample game-based lesson plans |
| Start Year | 2017 |
| Description | Collaboration with iEEE Sarawak Subsection and Swinburne University |
| Organisation | Institute of Electrical and Electronics Engineers (IEEE) |
| Department | IEEE Sarawak Subsection |
| Country | United States |
| Sector | Charity/Non Profit |
| PI Contribution | We have participated in organised IEEE events, organised IEEE technical events on STEM and was a judge at the Young Innovates Challenge Kuching |
| Collaborator Contribution | IEEE Sarawak Subsection has organised a number of STEM and robotics competitions for schools in Kuching. They are also the non-technical sponsor for the young innovate challenge competitions. Swinburne University of Technology Sarawak Campus has organised Petrosains Maker Meet and invited creativeculture team to present their products on robotics at the event. We are in the final stage of MoU signing between UNIMAS and Swinburne University in the area of STEAM projects. |
| Impact | Events (1) STEM challenge and robotics events for schools (2) Petrosains Maker Meet event for schools (3) Gamification Seminar (4) Design Thinking for Science Communication (5) Remixed Play using PLAY |
| Start Year | 2017 |
| Description | Collaboration with iEEE Sarawak Subsection and Swinburne University |
| Organisation | Swinburne University of Technology Sarawak Campus |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | We have participated in organised IEEE events, organised IEEE technical events on STEM and was a judge at the Young Innovates Challenge Kuching |
| Collaborator Contribution | IEEE Sarawak Subsection has organised a number of STEM and robotics competitions for schools in Kuching. They are also the non-technical sponsor for the young innovate challenge competitions. Swinburne University of Technology Sarawak Campus has organised Petrosains Maker Meet and invited creativeculture team to present their products on robotics at the event. We are in the final stage of MoU signing between UNIMAS and Swinburne University in the area of STEAM projects. |
| Impact | Events (1) STEM challenge and robotics events for schools (2) Petrosains Maker Meet event for schools (3) Gamification Seminar (4) Design Thinking for Science Communication (5) Remixed Play using PLAY |
| Start Year | 2017 |
| Description | CreativeCulture display at the Rindok Sarawak Cultural Exhibition |
| Organisation | Government of Sarawak |
| Country | Malaysia |
| Sector | Public |
| PI Contribution | The exhibition displays our CreativeCulture project in schools. |
| Collaborator Contribution | Co-organising the cultural event for public. |
| Impact | We have receive interesting requests to further work together on the collecting local games in the state of Sarawak, and preserving them. We have also collected the data visualisation of games being played in the city by all generations. |
| Start Year | 2018 |
| Description | CreativeCulture display at the Rindok Sarawak Cultural Exhibition |
| Organisation | University Malaysia Sarawak (UNIMAS) |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | The exhibition displays our CreativeCulture project in schools. |
| Collaborator Contribution | Co-organising the cultural event for public. |
| Impact | We have receive interesting requests to further work together on the collecting local games in the state of Sarawak, and preserving them. We have also collected the data visualisation of games being played in the city by all generations. |
| Start Year | 2018 |
| Description | CreativeCulture programme design and implementation in Malaysia |
| Organisation | University Malaysia Sarawak (UNIMAS) |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | Our approach in playful and gameful design (based on the GameChangers initiative - http://gamify.org.uk) are being adopted and adapted with and by our Malaysian partners. The localised programme is being deployed in the rural schools in Borneo Malaysia (see http://mycapsule.my). |
| Collaborator Contribution | The partners have adapted the playful and gameful approach, developed non-digital game-based learning solutions and experimented them at two schools so far. The partners have also included the teachers and a cohort from the Masters of learning programme at Universiti Malaysia Sarawak in the process. |
| Impact | Game-based learning materials, CreativeCulture programme for the schools, Workshop for teachers and academics. |
| Start Year | 2017 |
| Description | Exchange of Guest Lectures between UNIMAS & University of Côte d'Azur |
| Organisation | University of Côte d'Azur |
| Country | France |
| Sector | Academic/University |
| PI Contribution | Both universities are offering a Masters programme in the field of Learning Sciences and through our recent conference writing collaboration, we decided to capitalise on the knowledge and experience from each location through a series of online guest lecturing. The nature of both programmes is similar, although the one in France is offered via distance learning. Discussions to hold the online lectures have started since November 2018, and the first online session will be held on the 19th of February. The aim of the exchange of knowledge and sharing is to broaden the understanding of Learning Sciences as a field and to create an avenue to share ideas and potential issues that would contribute directly to the intellectual inquiry in the field. The Malaysian team will begin the online guest lecture session, by introducing the work done in the Newton CreativeCulture project, and to share gamification in learning products which have been produced by Masters in Learning Sciences students in the past two years. |
| Collaborator Contribution | The French team will provide avenues to try out the gamification products by the Malaysian team, and to give constructive input about the feasibility to further improve the gamification products for a more global audience. The Masters' students in the French team come from many parts of the world, and not just exclusively from Europe, so this is an advantageous opportunity to experiment the feasibility of GBL materials created in Malaysia within learning contexts outside Malaysia. Further work that will be initiated from the French team is to formally sign an MOU between the two universities and to explore scholarly writing opportunities to document works by both teams. |
| Impact | 1. Demonstrating and testing of GBL materials created by the Newton CreativeCulture project in various learning contexts in Europe and elsewhere. 2. A scholarly writing collaboration between instructors in both programmes, to document and expound on ideas that are presented and initiated from the collaboration. 3. Formal MOU between UNIMAS and University of Côte d'Azur. |
| Start Year | 2019 |
| Description | Gamifying dog bite awareness |
| Organisation | University Malaysia Sarawak (UNIMAS) |
| Country | Malaysia |
| Sector | Academic/University |
| PI Contribution | The Remix Play workshop organised by the CreativeCulture inspired the partner team leader to work on gamifying awareness of rabies among children. |
| Collaborator Contribution | The partners have adapted the playful and gameful approach, developed a digital game-based learning solutions for dog bite awareness. |
| Impact | A digital educational game on rabies. |
| Start Year | 2017 |
| Description | Masterclass lecture partnership with the Sarawak Sate Museum |
| Organisation | Sarawak State Museum |
| Country | Malaysia |
| Sector | Charity/Non Profit |
| PI Contribution | Invited speaker on 'Gamification in Museum' at the 8th ASEMUS General Conference Sarawak 2018 in collaboration with Sarawak State Museum and the Asia-Europe Museum Network. |
| Collaborator Contribution | Organised the 8th ASEMUS General Conference Sarawak 2018 and involved the participants and stakeholders to integrate gamification approach to revolutionise the delivery of knowledge and content to end users at museums. |
| Impact | Samples of gamified ideas for the delivery of content. |
| Start Year | 2018 |
| Title | "Your story" focusing on river and water awareness |
| Description | In 2019, a single testing set of these cards was printed for the first time. Online access is now possible. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2022 |
| Impact | A fun card-based activity called "Your Story" is used to get people interested in Sarawak's river and water problems. The first run of these cards featuring local content was printed in 2019, and they are currently available online on a website. |
| URL | https://creativeculture.my/ccitems/what-is-your-story-river/ |
| Title | Interactive local 3D and VR game (kite playing) using Google cardboard |
| Description | It is an interactive 3D game in a virtual reality environment that represents a local traditional game. It is a standalone 3D game that simulates an interactive real flying kite, and it allows the user to experience a virtual and digital environment using head mounted devices. Through Virtual Reality (VR), a user could experience a local traditional game in an artificial environment that is as realistic as in world and its scenarios. Interactive features were included to allow a user to navigate and explore the scene. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2017 |
| Impact | The mobile app has been used by a small number of people. Users could easily play the game without much instructions, and they are immerse into the game and understand the gameplay of flying a kite. Here, the local game of kite flying is being preserved. |
| Title | PLAY cards for teachers (Online version) |
| Description | A deck of cards was designed by the UNIMAS CreativeCulture team to introduce educators to the idea of adopting gamification in learning in their classrooms. The acronym PLAY is derived from the phrases "Pick-Look-Activate-Yield," which stand for the typical processes in lesson planning. It was completed in 2018. The finished online version is now accessible and usable online since 2022. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2022 |
| Impact | Due to the high demand for the PLAY cards, we decided to create an online version that instructors throughout Malaysia could access and use without restriction. |
| URL | https://creativeculture.my/ccitems/play-cards-for-gamification/ |
| Title | What's your story (Online version) |
| Description | 'What Is Your Story?' is a playful card-based activity to engage learners in creative and abstract thinking. This cards with local content were printed for the first time in 2018 and are now accessible online on a website. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2022 |
| Impact | The physical What's your Story? card is now available online, allowing for greater global audience access without the need to purchase physical cards. |
| Description | An Exercise in Learning Design by CreativeCulture |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | 30 teachers attended the 2 hours workshop. The content was focussing on using playful learning approach to teaching STEM subjects. |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://www.iucel2019.unimas.my/index.php/about-iucel/itinerary |
| Description | Article at Pasir Pandak |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Article was printed and written by Dr Aazani on "Strong and resilient-Women's capacity for entrepreneurship calls for more opportunities in alternative livelihoods to be made available for women in the coastal villages of Kuching, Sarawak" |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.icsf.net/wp-content/uploads/2022/04/Yemaya_65_Strong_and_resilient_Aazani_Mujahid.pdf |
| Description | Bringing Gamification to local schools in Asajaya, Kota Samarahan |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Eight students from the Masters in Learning Sciences programme were trained using Game Design thinking approach to co-create learning games with local teachers at two schools, SK Sebandi Matang and SK Asajaya Laut, both at Asajaya district in Sarawak (40 miles from Kuching city). Over a period of 3 months, the students worked hard to create gamified learning materials. A Play Day was organised at both schools on the 15th April 2019, where the primary school students got to try out all four games created by their teachers and the Masters' students. A Skype Play session was also conducted on the same day, and students from both schools were able to play one learning game with each other. Feedback from the school principals and the teachers were very encouraging. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://kampusuols.com/article/428802 |
| Description | Bringing Gamification to schools in Serian, Sarawak |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Nine students from the Masters in Learning Sciences programme were trained using Game Design thinking approach to co-create learning games with local teachers at two schools, SK St Philip Bugu and SK Plaman Baki, both at Serian district in Sarawak (40 miles from Kuching city). Over a period of 3 months, the students worked hard to create gamified learning materials. A Play Day was organised at both schools on the 12th of November 2019, where the primary school students got to try out all four games created by their teachers and the Masters' students. A Skype Play session was also conducted on the same day, and students from both schools were able to play one learning game with each other. Feedback from the school principals and the teachers were very encouraging. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://sarawaknewsnetwork.com/bermain-untuk-belajar-secara-pengstriman-langsung-pengalaman-baharu-u... |
| Description | Co-creation and Design Thinking in Programming |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Other audiences |
| Results and Impact | This is a full-day workshop on design thinking and co-creation through playful approach in developing a gamified content for teaching and learning programming. The playful co-creation programme was implemented and it is aligned to topics on mathematics, logic and current issues. The participants were university academicians, graduate students and lower high school students, with knowledge in mathematics and computing. A total of 20 participants attended the workshop. Two main games were developed. |
| Year(s) Of Engagement Activity | 2019 |
| Description | College Workshop - Embedding Game Co-design in Community Interventions |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | All the students and some tutors from a course in Public Health and Community Studies held within Coventry University College participated in a half-day workshop aimed at introducing them to game based learning design, and to the CreativeCulture co-design perspective, with a discussion focused on deploying these approaches in a community health/community organizing setting. This started with a brief presentation and discussion of the underlying theory of game co-design, then moved to a hands-on game prototyping exercise based on modifying known games toward obtaining the intended community outcomes. The participants in the workshops were students of the Communities and Health course, which is focused providing them with the professional and multidisciplinary expertise to promote and protect wellbeing, therefore constituting and optimal testbed for grounding the community and culture oriented side of the CreativeCulture project. The workshop helped students who were scarcely (or absolutely not) acquainted with game based community organising and game co-design to acknowledge the relevance of these particular approaches, and to add a new set of conceptual tool to their practices. In particular, it enabled us to experiment with game-based co-design in a community oriented setting, and to establish an ongoing collaboration with a relevant local partner. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Community Engagement at the Long Lamai village (22-25 July 2017) |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Study participants or study members |
| Results and Impact | Long Lamai village is a remote and rural village, which could only be accessed via a motorised canoe (or longboat) up river or a few hours hike up hill from another remote village, Long Banga. The purpose of the engagement was to formally inform the Long Lamai community of the project. We kicked off the session with a lively discussion on the available and uniqueness of local games, which sparked seed of partnership with the local community, that leads to them to informally organised a 'play-to-engage' the next day with the team by playfully exploring Telikit game. Telikit is a native game to the Penan community. This fun activity was a good icebreaker activity. During the session, we have also asked parents to reflect on their children's motivation at school, and then we pitched the concept of gamification for teaching and learning for their children. The community expressed their interest in the importance of education for its younger people. We have also got a verbal consent from the local headman to conduct the research activity at the village. In addition, the community has also expressed the needs to preserve their local games, folklore/stories and sign language (Oro) for the future of their generations. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.mycapsule.my |
| Description | Creative Play for Learning seminar (CreativeCulture) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | The event touched on creativity and co-creativity through the medium of play and games and the design process of such activities. Game and play design should tap into our own experiences to enable a more holistic approach for designing new learning activities for our learners. And learners can have a deeper and a more collaborative learning experience through the process of creating and co-creating. Case studies presented include the management of the co-creative process and evaluation at the Université Côte d'Azur (keynote from Professor Margarida Romero) and the engagement with teachers and learners at rural schools in Malaysia via the Newton-Funded CreativeCulture project. The event also had hands-on workshops on playful activities. The event also showcased the work done by our partner in malaysia. They have been trained as champions of our approach and this is a key contribution to the ODA through equipping educators in Malaysia in this new creative methodology for teaching and learning, which have seen them implemented in the schools and also other opportunities to collaborate with the Sarawak State in different events and also engagement with the Department of Education in Sarawak. Furthermore, head of the teaching and learning from a university in Indonesia was at Coventry as a visiting fellow. He has since had a discussions for collaborations with UNIMAS, Malaysia for supporting STEM education via the creative approach. |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.mycapsule.my/wp/?p=300 |
| Description | Design Sprint Workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Postgraduate students |
| Results and Impact | The workshop is conducted to introduce Design thinking and Gamification in Learning, using Design Sprint methodology. The outcome of the 2-day workshop is to construct innovative gameful lessons which are coherently aligned with the Malaysian National Curriculum for Primary School. The immediate impact to the workshop is the gameful materials created in the workshop will be brought to two rural local schools, to introduce Gamification in Learning to the school teachers and their primary school students. The concentration of subject discipline was already pre-decided, based on an earlier needs analysis. From the initial engagement with the target schools, there is a high level of interest from their administrators and teachers to learn more about Gamification in Learning, which has been an interest of the Ministry of Education of Malaysia to date. |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://mycapsule.my |
| Description | Design Thinking for Data Visualisation |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Undergraduate students |
| Results and Impact | The participants are Computer Science undergraduate students, and in total there are 136 students. Computational thinking is an invaluable skill to formulate problems and express a solution. The core of design thinking is a skill to understand and empathise users before any work on creating new ideas, approaches or products can begin. These workshops were conducted over two sessions. A total of 26 prototype designs of the visualisation were produced. A framework of Design Thinking for Data Visualisation was developed and simplified that represents the (i) Context (ii) Challenges (iii) Approach (iv) Outcome. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Drone Workshop with Exploria |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | The workshop had more than 100 registered attendees. Exploria Toolkits, which use inexpensive materials to make novel objects for education and play, enabled them learn how to put together a DIY drone. Impact/outcome: The participants gain knowledge on a variety of topics, including the fundamentals of drone technology, the parts of a drone and how to assemble one. As participants collaborate to create and fly their drones, the programme develops participants' creative, problem-solving, and critical thinking skills. Next to do: Will run another workshop on drone with an improved content by the ACES team. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Engagement and Play Day at the Long Lamei primary school (24-27 Feb 2018) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | This second visit aimed to formally present the project to the teachers at the school. Seven teachers attended our first formal meeting together on the 25th Feb, whereby we identified their experience and them sharing the strategies used in school to improve the quality of the teaching and learning. The teachers also discussed their problems/issues and opinions in teaching, and interestingly through our findings (from interview and piloted questionnaires), majority of them have adopted games in their daily teaching and learning, which impact on students' interest in a topic at school. From the discussion, we have also found out that teachers have indirectly innovated and applied gamification in their teaching practices. We showcased some of the games that were developed by the CSCL students from the previous activities, for the teachers to play. The overall feedback of the games was positive. The teachers proposed the team to meet the pupils on the next day with the games. The aim of the 26th Feb's activity is to capture the feedbacks and to evaluate of the prototyped games. It was also an ice-breaking activity for the team and the school. This time, we got the teachers to be involved in the (pilot) Play Day together with the students. Thirteen pupils were selected to attend the Play Day. Six games were played that foster innovation, logic and critical thinking, computational thinking and perceptiveness by using collaborative teamwork to solve problems. The overall outcome was also positive and this affirmed the team to continue with the project with the Long Lamai primary school. One member of the local community was invited to attend and watch the Play Day at the school. |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.mycapsule.my |
| Description | Entrepreneurship in Sarawak - Fishbowl approach |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Postgraduate students |
| Results and Impact | All 5 postgraduate students from the course attended the dialogue session with 2 prominent entrepreneurs. 20 mins sessions were given to each speakers, followed by questions and answers. |
| Year(s) Of Engagement Activity | 2019 |
| Description | FCSIT Open Day - Gamification with CreativeCulture |
| Form Of Engagement Activity | Participation in an open day or visit at my research institution |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | At the Faculty of Computer Science's Open Day at Universiti Malaysia Sarawak (UNIMAS), the CreativeCulture team collaborated with the AQUAS team designed and built a special edition Escape Room with an educational twist. The theme of the escape room is on climate change. The Creative Culture team specialises in game design thinking for teaching and learning, while AQUAS team's specialisation is in aquatic and marine sciences. Five schools visited the myCapsule Space, and each school sent about 25 students. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Field visit and workshop at Long Lamai, May 2018 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | The UK team (4 people) went of the site visit (remote Long Lamai Village) with the Malaysian team (2 researchers, 1 anthropologist and 4 students). There we engaged with around 7 teachers and 30 students. We also engaged with over 10 village residence. The visit included a two day workshop with teachers and students on play and the creation of playful teaching and learning resources. The teachers were amazed that they could create games for learning in less than 2 hours and they could test them with the students. The feedback was highly positive for both the teachers and students. The games already developed were also used at the event to inspire the teachers and students. For the computational thinking part, a workshop on Scratch was conducted with the students with the assistance of one of the teachers in charge of ICT. The feedback has been positive- such as: "I enjoy using games to learn because I want to be smart." - Student, 10 years old, Long Lamai "On the value of CreativeCulture workshop held at the school in Long Lamai - "This [programme] is very useful for teachers, and especially for students. If there is opportunity, do come back and guide us to improve what we do in school, using gamification." - Teacher, SK Long Lamei "I think this co-creation activity is tremendously helpful in brainstorming ideas to design and create game activities which is suitable for our students. Besides that, we as teachers can share those ideas in creating activities which are fun and yet meaningful. From my observation, our senior teachers, who are usually passive in contributing ideas, had eagerly participated to come up with ideas for the new games and even tested it with students. Also, I witnessed how some usually passive students in the class had become leaders in their groups in coming up with ideas and implementing them in the game creation. These playful game activities seem to trigger their passion n feelings towards knowledge not normally seen in a classical classroom setting. As a teacher, I want to thank all of your team members, who came to our school and help to share new ideas and technologies with our students and teachers as well. The CreativeCulture initiative has successfully refreshed and renewed the students interest in gaining knowledge via game-based learning activities." - Shahrizal Sahrani, teacher at Long Lamei primary school. "What I seen throughout all the activities were very interesting and able to encourage the pupils to be more creative in solving challenging problems. It also motivates the teachers to create games or learning activities that they can used in their classroom teaching and learning activities. After being part of the session, my daughter is inspired to speak better in English and aim to study further in the UK. Most importantly, this collaboration will see an increase in our school performance and to introduce the Penan pupils to the outside world." - Headmaster Joseph, SK Long Lamei "Community sees education as one of the way to climb the social ladder. The youth usually do not do well in the current education system partly because the teaching methods used in the primary and secondary levels only prepare the young ones to the urban settings and not for rural challenges. By incorporating Design Thinking into learning, the learning aspects have included cultural traits from the community and I observed that the children have gained confidence in learning. " - Dr John Phoa, Long Lamai site leader "Education, training and life-long learning is for everyone. In a journey to development, education is the best pathway to a better life. All the research from Universiti Malaysia Sarawak that came to the village, from the building of the telecentre, tourism project, handicraft project, micro hydro power generator and this education project have indeed benefitted the community." - Wilson Belare, Long Lamai Head Village |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://youtu.be/wRagGh9mcjY |
| Description | Game Design Thinking: A Rapid Prototyping Workshop for Educators |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The purpose of this workshop was to encourage participants to design educational game prototypes in a compressed timeframe, in order to expose educators to game design thinking through direct practical application. The whole workshop was around an hour and twenty minutes long, giving us 60 minutes to design games, with a bit of time left over to introduce ourselves and the process, and pitch a couple of games at the end of the session. Sometimes it can be challenging to explain the benefits of game design thinking to individuals who may see the concept of gaming as just playing, and not learning. Those who have experienced playful and gameful learning know how powerful the practice can be. But for other, more skeptical individuals, the best way to espouse the benefits of such practice is to immerse them in some form of practical application. In this case, a rapid game prototyping workshop, where the end result is an educational game, designed by a diverse group of academics to meet specific learning outcomes. This outcomes link with the ODA to leverage and scale up the quality of learning in Malaysia by providing a creative process for educators to create their own playful and creative resources. One example of impact is one participant's initiative to open up a gamified learning programme at her local community involving the local school. She is spearheading this based on the approach and the tools we provided for the participants. Some of the audience were also from the department of education, which has led to a follow up discussions between UNIMAS and the director of the department, where our methods and blueprints have been demonstrated. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://medium.com/@alexmasters/game-design-thinking-a-rapid-prototyping-workshop-for-educators-22ca... |
| Description | GameChangerMY Workshop: Co-Creativity & Design Thinking |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | 89 teachers and students attended workshop. Summary of requirements from the workshop are as follow: 1. Each group must provide the learning problem 2. Must mention the ideation process 3. Must propose 3 games (ideas only) - describe the objective and the steps to play the game |
| Year(s) Of Engagement Activity | 2022 |
| Description | GameChangers and CreativeCulture approach included as part of EU School Education Gateway |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | The previous interview with EU SchoolNet was included as part of the leveling-up tutorial materials for the EU School Education Gateway for engaging teachers in game-based learning. Over 3K audience have viewed the materials. Sylvester Arnab the PI has been invited to policy events on educational technology and digital literacy in the EU. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.schooleducationgateway.eu/en/pub/resources/tutorials/gbl-tutorial.htm |
| Description | GameChangersMY Workshop: Action Research |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | 79 teachers and students attended the workshop. The workshop was held to introduce teachers with 'Mini Action Research' on how they going to report their findings throughout the Game Design and Co-Creativity that they are going to do with their students at their schools. The speaker also shared a template for the teachers to guide them in writing the report. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Gamechanger in the classroom |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | At one of the engagement activities held with a community in Telok Melano, Sarawak, local games were played with children and young adults in the community. Media was present at the session, and the CreativeCulture team, who did an engagement activity at SK Telok Melano (Telok Melano Primary School), was interviewed. The contents of the interview focused on the motivators behind the project and relevance to local culture and learning values. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.slideshare.net/sarnab75/press-cut-gamechangers-and-creativeculture-in-malaysia |
| Description | Games and play put fun into education |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | A press release was composed for the local newspaper, Borneo Post (which has a wide circulation in print and online for communities in Borneo Island). Interviews were done with team members by a local reporter, to capture the significant input and output from the CreativeCulture project in Malaysia. The team from Coventry was interviewed on the synchrony of ideas and activities done in UK schools and Sarawak schools. Ideas to further contextualised gamification for learning were also briefly discussed in the media interview. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.theborneopost.com/2017/08/19/games-and-play-put-fun-into-education/ |
| Description | Gamification Seminar 2019 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | 100 participants attended the seminar, which was on its second run this year. The seminar presented ideas from six selected inspirational educators who have worked in various capacities to use Gamification, ranging from State-level policies to Primary school classroom activities. The event began with a presentation about the Educational goals from the Ministry of Education which aspire to use Gamification to boost the uptake of STEM interest in Malaysian schools. The presentations continued with a wide-ranging experience sharing of educators who teach at various educational levels in the country. Participants were introduced to Frugal innovations in a workshop-style format, where materials and methods are shared. The second half of the seminar saw participants learning first-hand from postgraduate students (from UNIMAS' Masters in Learning Sciences programme) who have co-designed learning games with four schools in Sarawak, using Game Design Thinking approach. Participants also met with a group of school children who co-created games in Science, with the CreativeCulture team, to teach a younger group of students at their own school about selected topics in Science. |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://www.mycapsule.my/wp/?p=442 |
| Description | Gamification Seminar 2022 - Festival of TREES |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | This is the fifth annual seminar to be held. This year's speakers come from a variety of backgrounds, including international and local researchers, collaborators, educators, and practitioners. They presented engaging learning strategies centred on climate change and sustainability issues and shared their insights into how to inspire students to learn. Date of the seminar: 7th December 2022 People reached: 150 educationalists, 7 speakers, 52 exhibitors |
| Year(s) Of Engagement Activity | 2022 |
| Description | Gamification Workshop for 21st Century Educators for SK Ong Tiang Swee (Primary School) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Slightly 30 teachers attended the 5 hours workshop. The content was focused on using playful learning approach to teaching STEM subjects. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Gamification Workshop for Nursing students |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Undergraduate students |
| Results and Impact | 56 Nursing students attended a full-day workshop at MyCapsule Space, the Gamification lab which was created for the Newton-SEA project in Universiti Malaysia Sarawak. There is a high interest among students to try out gamification as a learning approach to improve their understanding of content knowledge in Nursing. The students will be presenting their co-created games by May 2020 to a bigger audience at the university and local hospitals. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Gamification Workshop on Save the Planet from Climate Change with SJK(C) Chung Hua No 5 Kuching |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | A 2 separate days workshops on co-creation and game design thinking, and prototyping workshop was organised at the school with 30 pupils aged 12 year old. Our team consists of those who have participated in our earlier train-the-trainer programme and have implemented the co-creation approach in their projects with communities. We applied strategies of teaching and learning computational thinking to climate and sustainability. During the activity, the pupils were encouraged to test out different games and manipulate the game mechanics to build their own games about Climate Change. And at least five climate change educational games to be developed. Five climate change educational games were developed by the young students. The selected top 4 prototype games were formalised and further developed, in the next workshop.The best prototype game is selected by the school teachers to be extended as a Climate Change game product. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Gamification and STEMBucket Workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | This workshop emphasises gamification using Malaysian traditional games in teaching and learning, as well as experiential learning using activities in the STEMBucket module, in partnership with the teachers' training college's Batu Lintang campus. The programme was attended by about 30 young teacher trainees. Impact/outcome: The course gives teachers the tools they need to incorporate gamification into their lesson plans and builds their confidence in their ability to use game-based learning and gamification to create more engaging and effective learning experiences for their students. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Gamification and STEMBucket sessions at the Dual Language Program (DLP) Sarawak Program Workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | The workshop, which was organised by the teachers' training college's Batu Lintang campus in collaboration with the Sarawak State Education Department, drew more than 660 educators from the Sarawak state. The workshops were conducted in 6 major cities. We received two invitations to conduct STEM and gamification seminars for the teacher. Impact and results: The teachers are ready to adapt playful and frugal approach in their teaching STEM strategies to meet the demands of their students right now, and they value gamification training. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Gamification in Learning Workshop for CSCL Community Engagement -- 17-20 October 2017 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Postgraduate students |
| Results and Impact | A four-day workshop was held at the Learning Sciences Studio, the Faculty of Cognitive Sciences and Human Development UNIMAS, with 18 Masters in Learning Sciences students who are currently enrolled in a course on Computer-Supported Collaborative Learning (CSCL). The workshop is aimed to provide an opportunity to construct learning materials for teachers/educators who have never used Gamification in Learning. The Design Thinking approach is used to think through the process of training, and to determine how Gamification elements can be integrated into the training process. The training materials are designed to facilitate in the teaching of STEM subjects, namely Science, Mathematics and English for Primary Schools in Malaysia. For the purpose of the projects, two remote schools have been pre-selected for the training. The schools share similar demographic characteristics - they are fishing villages, predominantly Malay, and of a low socio-economic income group. The Masters students involved in the workshop this week will be conducting four training sessions at the two schools. The first session, they will be introducing Gamification in Learning for the teaching of STEM subjects to teachers. The subsequent sessions will be conducted with the students who are currently studying at the schools. The children will experience the learning of Science, English and Mathematics that uses gamification as the tool for learning. The students will also be taught about Collaborative Learning, and at the final session, they will have an online session with the children from the other location, and play games with each other in the session. The final session will encapsulate the potential of collaborative learning among children who are remotely connected with each other, exemplifying the use of technology to enhance learning motivation. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.mycapsule.my/wp/2017/11/01/196/ |
| Description | Gamified Learning for Engaging Stakeholders workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | 19 participants attended the workshop. Participants were from the Reef Stakes (marine conservation society), WWF, Wildlife Conservation Society, and postgraduates from the marine and water sciences and computer science faculty. Two games were created and build using the PLAY cards (product from the CreativeCulture project). The first half of the workshop was to introduce and play the Reef Stakes role-play game on conservation of nature and marine. The second half of the workshop was on rapid game prototyping to create games on educating conservation. The Reef Stakes, WWF and Wildlife Conservation Society are NGO and private sectors in the area in educating conservation of wildlife and nature, thus also addressing the ODA based on the Malaysian Education Blueprint (in SHIFT 9: PARTNER WITH PARENTS, COMMUNITY, AND PRIVATE SECTOR AT SCALE - extending the concept of creative learning from adoption in schools to wide-scale awareness of parents, communities and government agencies as learning is shifted from inside the classroom to everyday life.). Nature conservation is also part of STEM. All the participants benefited from the game design thinking approach, which led to a follow up future plans between UNIMAS, Reef Stakes and WCS, in building more similar games on conservation for schools. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Gamifying Linguistics |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Undergraduate students |
| Results and Impact | 176 first-year undergraduate students who were enrolled in the Introduction to Linguistics Analysis course at the Faculty of Cognitive Sciences and Human Development were introduced to Gamification through one of their course assignments. They developed 51 games which focused on Linguistics topics. Each team comprised of 3-4 persons. A Linguistics Play Day was organised on the 20th of December 2019 at the faculty to enable students to showcase their work to other students and lecturers from other programmes. The 3-hour Play Day session was successfully conducted, and the students gave high positive feedback about the benefits they earned through the gamification process. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.facebook.com/creativeculture17/ |
| Description | Gaming in schools, serious? |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | A press release was composed for the local newspaper, New Sarawak Tribune (which has a wide circulation in print and online for communities in Borneo Island) and AWANI TV. Interviews were done with the project leader to capture the concept of gamification for learning and the activities that were done in Sarawak. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.newsarawaktribune.com.my/gaming-in-school-seriously/ |
| Description | Global Peace Foundation visit |
| Form Of Engagement Activity | Participation in an open day or visit at my research institution |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Supporters |
| Results and Impact | Visit by the Global Peace Foundation on community engagement. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Hackathon: The Climate Change - Maker Challenge |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Undergraduate students |
| Results and Impact | The ACES project's hackathon attracted more than 50 undergraduate students from several faculties at UNIMAS. During a 5-day Global Challenge competition to develop game-changing solutions to tackle climate change in a coastal village, the hackathon served as a mentorship and coaching programme. To identify challenges and problems related to climate change and their financial situation, the students were taken to Pasir Pandak to visit, observe, and interview local individuals. Impact/outcomes: Shared about impacts of climate change towards the community and issues faced by locals due to climate changes. Participants also co-created interventions and solutions according to their values. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Indigenising play among Sarawak Penans and Malays: CreativeCulture Experience |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Sharing of the experiences by the CreativeCulture team. There were about 42 participants at the sharing session. |
| Year(s) Of Engagement Activity | 2019 |
| Description | International University Carnival for E-Learning : Escape Room activity |
| Form Of Engagement Activity | Participation in an open day or visit at my research institution |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | There were more than 4 schools visited the escape room over the 2 hours slot given during the carnival. More than 60 students and 20 adults tried the murder mystery escape room using computational thinking approach. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Interview by PRESSTV on serious games |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | The interview was part of the content of PRESSTV segment [at 15:50] on games, gaming and serious purposes of games such as education and health. Sylvester was interviewed as an expert in game-based learning, gamification, and serious games. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.presstv.com/Detail/2020/01/30/617426/Insert-Coins-to-Play |
| Description | Interview by Universitat Oberta Catalonia (UOC) Barcelona |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | An interview with Sylvester on teachers, co-creativity, and playful resources. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.uoc.edu/portal/en/news/entrevistes/2020/055-sylvester-arnab.html |
| Description | Interview for EU School Education Gateway |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Interview with EU School Education Gateway on Sylvester's research and practice on game-based learning focusing on teacher-driven co-creation of game-based learning resources. CreativeCulture was also featured as an example alongside the Beaconing project that Sylvester is also leading. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.schooleducationgateway.eu/en/pub/viewpoints/interviews/education-talks-sylv-arnab.htm |
| Description | Interview on ProfessorGame Podcast |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Industry/Business |
| Results and Impact | Sylvester was interviewed on the ProfessorGame podcast (second interview), where Sylvester talked about his new book and also the connection with GameChangers, ACES and CreativeCulture initiatives that have produced international impact. (top 10 of average podcast download rate) |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.professorgame.com/podcast/139/ |
| Description | Introduction to ACES project |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | To introduce to ACES project and the team. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://suarasarawak.my/2020/06/unimas-kaji-kaedah-bina-ketahanan-sosial/ |
| Description | Junior Innovate Train-The-Teachers Workshop on Gamification |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | The 2-day Train the Teacher event had over 100 participants, mostly teachers and Chumbaka organisers. To bring gamification and game-based learning to instructors, we collaborated on a session with Chumbaka. The ability of the teachers to include gamification into their lesson plans has a positive impact. The course also improves the instructors' knowledge, abilities, and confidence in applying gamification and game-based learning to provide their students with more interesting and effective learning opportunities. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Keynote at Gamilearn 2020 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Sylvester (ACES PI) keynoted at Gamilearn 2020, focusing on Playful and Gameful education. Sylvester specifically focused on teachers as game designers for educational purposes drawing from GameChangers, ACES and CreativeCulture. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://gamilearn.webs.ull.es/speakers/ |
| Description | Keynote at the Joint Conference in Serious Games, Staffordshire, UK |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Sylvester (ACES PI) keynoted at the event focusing on empathic experiential design of purposeful games and gameplay. Gamechangers, CreativeCulture and ACES were showcased as examples of how we can empathically design playful experiences for achieving serious outcomes. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.staffs.ac.uk/events/joint-conference-on-serious-games/keynote-speakers |
| Description | Location-based game event - CrossEU in collaboration with EU Funded Beaconing Project |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | The Cross-EU location-based event was based on the game created using the EU Funded Beaconing authoring tool. The aim was to engage the general public and schools with game-based learning within their city. Coventry was part of the event and CreativeCulture co-hosted this as part of the research activities. The next stage is to organise this in Malaysia with localised narratives. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.facebook.com/events/1846432105656160/ |
| Description | Media Coverage on Gamification Seminar 2019 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | This is media coverage about the second Gamification Seminar which was held on the 5th of December 2019. The full-day event attracted approximately 100 participants, who came from various levels of educational institutions through Sarawak and Malaysia. The event was held as a response to the previous year's success of the first Gamification Seminar. Although there was no funding available anymore through the research project, the seminar had to be hosted because of the high demand from local educators. Using the theme "Playful Frugal Innovation", the seminar was a resounding success. Feedback indicated a high interest in the ideas and methodologies shared in the seminar, which clearly benefited educators who are keen to align their teaching goals towards 21st century teaching. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.newsarawaktribune.com.my/integrating-gamification-in-classrooms/ |
| Description | Media Interview: Future of Learning in Sarawak - 19 February 2018 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | An expert panel was formed by a local television channel, to showcase ideas about the direction of learning and education in the state of Sarawak. The team member from the project who was invited to be on the panel, highlighted the work of the project, where the emphasis on STEM in education is crucial in progressing the state of Sarawak into the next phase of development. The need to contextualise philosophies and theoretical concepts from the West should be done by local academics and thinkers, to align local needs and aspirations to move forward in the bridging the knowledge and technology gaps. Since the expert panel interview was aired, there has been increased interest to find out more about Gamification in Learning, and how STEM in Education is addressed by the project team. |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.astroawani.com/video-malaysia/perseptif-impian-sarawak-yang-gemilang-193132 |
| Description | Media showcase: Gamification in Learning - Astro Awani Perseptif - 11 Jan 2018 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | The half hour television interview highlights the goals and aspirations of the project, and the impact that the project has made in its first year of implementation in Sarawak. The interview included details about how the project was designed to introduce gamification in learning, how steps were taken to contextualise local elements into the project, and how teachers are introduced to the idea of gamifying learning. The television channel which conducted the interview is a highly reputable media agency, and has thousands of followers on conventional television and social media channels. Since the interview was aired, there has been an increase in interest among local schools to find out about Gamification in Learning. |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.astroawani.com/video-malaysia/perseptif-cabaran-pembangunan-pendidikan-sarawak-187626 |
| Description | Ocean Hackathon Malaysia |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Undergraduate students |
| Results and Impact | The event is a 48-hour event that brings together experts from different fields to develop innovative solutions to real-world problems related to the ocean. Participants collaborate in a multidisciplinary team to develop a prototype leveraging digital data related to the sea to address one of the ten exciting challenges. It is a unique opportunity for designers, developers, machine-learning specialists, illustrators, entrepreneurs, environmental activists, and other experts to contribute to the future of the planet's marine ecosystems by addressing the real-world challenges faced by the ocean and its users. Three challenges were submitted by us, and three teams of students who accepted them constructed three innovations, one of which being a card game about climate change. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Online workshop on Gamification |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | We conducted an online workshop on Gamification in Dec 2020, and 180 teachers and educators signed up. It was held as part of a STEM Conference and was carried out virtually. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://bit.ly/3jAZhnq |
| Description | Play in school: Seriously? Co-creativity approach by CreativeCulture Initiative |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | There were at least 53 participants attended the talk organised by the Sarawak Development Institute. In the talk, I shared the importance of co-creativity in facilitating an engaging learning process based on the CreativeCulture initiative funded by the Newton Fund (UK). In the CreativeCulture model, learners (students, academicians, teachers) are incrementally inducted into deeper engagement with the playful and gameful design process, scaffolding the process of knowledge and skills constructions as they progress through the co-creative phases. The co-creative process is inspired by play and games. Game making can be used to foster the development of transversal skills, such as 21st century skills, where individuals discover the importance of elements such as empathy, purpose, meaning, art, creativity and teamwork in their learning regardless of the specific disciplines they are pursuing and at the same time fosters collaboration, problem solving and creativity. https://www.pressreader.com/malaysia/the-borneo-post/20191122/281917364920423 |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://de.slideshare.net/JaceyLynnMinoi/sdi-cocreativity-approach-by-the-creativeculture-initiative |
| Description | Press coverage on the continuing Impact of CreativeCulture |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | At the Faculty of Computer Science's Open Day at Universiti Malaysia Sarawak (UNIMAS), the CreativeCulture team collaborated with the AQUAS team designed and built a special edition Escape Room with an educational twist. The theme of the escape room is on climate change. The Creative Culture team specialises in game design thinking for teaching and learning, while AQUAS team's specialisation is in aquatic and marine sciences. Coincidentally, both scientists - Dr Jacey-Lynn Minoi and Dr Aazani Muhajid, also share a similar passion for climate change. The escape room was set-up at the myCapsule Space at the Faculty of Computer Science, UNIMAS. This is the first Gamification Lab in Malaysia, and it is certainly the first time to construct an escape room for an environmental purpose. The teams decided to combine educational components with real-life physical props in the escape room to encourage lateral thinking. Four mini rooms focus on the importance of diversity of mangroves, the dangerous type of fishing gears, the effects of pollutions, and the identification of the different types of unsustainable development waste. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://sarawaknewsnetwork.com/more-than-an-escape-room-learning-about-climate-change/ |
| Description | Progress report presentation (24 January 2018) |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Other audiences |
| Results and Impact | The Newton-Ungku Omar Fund 2016 progress report and finance presentation was held at Putrajaya, aimed to report on the progress and finance of the research. The project principal investigator from the Malaysian partner presented the project and the reports. The panel consists of 10 university academicians (all Malaysian). Progress update: (1) About 50-55% of the research activities have been completed. (2) Only 30% budget was spent in the first year as the bulk of the money is for the CreativeCulture labs including content/programme in Long Lamai, equipment, which is re-schedule in the second year. The presentation and discussion have stimulated the interest of the panel on the concept of gamification in education. Overall's feedback from the panel was positive and was approved to proceed to the second year. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Remix Play 2 Summit at Coventry University, 13th Feb 2018 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | On the 13th of February 2018, the "Remix Play 2" event was held in Coventry University's Disruptive Media Learning Lab, with invited speakers across the fields of education, game and arts that engaged with a broad audience to showcase plural approaches to play, games, co-design and learning, including the CreativeCulture project. Prof Sylvester Arnab also keynoted and showcased the CreativeCulture project alongside the root programme- GameChangers. 51 Coventry University Staff from all Departments, Faculties and Schools (including but not limited to: lecturers, researchers, librarians, learning technologists, media producers) participated in this event. In addition to this high internal interest we had 37 external visitors on the day, including academics from neighbouring universities, local practitioners in design and the arts and teachers from local schools (e.g. Howes Primary School). Finally, 48 Students from all Faculties and Schools of Coventry University participated. The event (now in its second year) further validated the relevance of game design within learning contexts at all levels of education. This year's specific team of co-design was chosen to provide further emphasis on the activities of Coventry's research team, among which the Creative Culture project. Tweet snapshot includes > 65K accounts reached, > 125K impressions |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://gamify.org.uk/gc-events/remix-play-summit-2018/ |
| Description | Remix Play 3 Summit, UK Nov 2019 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Remix Play is a yearly summit for playful and gameful learning community. Remix Play 3 focused on Playful Inspirations for Social Innovation. CreativeCulture was featured as part of this summit. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://dmll.org.uk/event/remix-play-3/ |
| Description | Remix Play Workshop - 16 August 2017 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | This 3-hour workshop explores how playful inspirations can be exploited for informing the development of a game-plan. The workshop began with a keynote talk by Prof Sylvester Arnab (link to the keynote slides is here: https://www.slideshare.net/sarnab75/creativeculture-remixing-play-workshop-keynote). The talk was on the potential of playful and gameful approaches for extending engagement to formal methods as an important means for promoting anytime anywhere and lifelong learning and, subsequently, for reshaping learning to better match the needs of the 21st century knowledge economies and open societies. To support this extension, it is important for educational institutions to evaluate and possibly re-design how formal spaces are being used in teaching and learning and how digital platforms can help facilitate delivery, application and assessment of learning in informal context. The talk also describes existing initiatives, such as the GameChangers programme (http://gamify.org.uk) and the EU funded Beaconing project (http://beaconing.eu). In tandem with the contents of the talk, the hands-on workshop uses a remix play approach which can be adapted as a learning process and/or tool. Participants develops playful solutions that will address serious challenges, themes and/or topics. This approach is based on a holistic model for developing solutions, where the process is driven by the needs rather than technology. At the end of the workshop, participants present their ideas for gamified learning in an interactive session with facilitators and fellow participants. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.mycapsule.my/wp/2017/08/15/remixing-play-workshop-16-aug-2017-tentative-programme/ |
| Description | Remixed play using PLAY cards |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | 6 university academicians from Swinburne University Sarawak Campus attended the workshop on co-creation of educational games for the STEM Playground using PLAY cards (PLAY is the product of the CreativeCulture project). Two prototype games were created. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.linkedin.com/feed/update/urn:li:activity:6503854916501630976 |
| Description | Remixing Play for Computational Thinking at UNIMAS (7 March 2018) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Undergraduate students |
| Results and Impact | This 3-hour workshop explores how game design thinking can be a useful context for developing computational thinking and creativity mainly for instructors teaching Scratch programming. Thirteen participants attended the workshop. The hands-on workshop uses a remix play approach, whereby at the end of the workshop, the participants presented their game ideas and designs in an interactive session with facilitators and fellow participants. The workshop helped these Computer Science participants to realise and to take a step further to teach computational thinking without the need of digital games to learn it and that computational thinking ideas can be introduced in a fun way using a mixture of unplugged game activities. The outcome from this workshop will enable the team to experiment the computational activity and scratch programming that will be done by these instructors to groups of students aged 10 to 12 year old. |
| Year(s) Of Engagement Activity | 2018 |
| Description | STEM Gamification Workshop in SJK(C) Chung Hua No.5 Kuching |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | The workshop session was conducted, wherein the students were tasked with creating a catapult and a bridge, utilising a limited set of materials provided to them. There were 60 students, and 10 teachers including those from the Department of Education. Impact/outcome: The workshop offers a holistic learning experience to the students, combining both theoretical and practical aspects. In addition to gaining knowledge in STEM, the participants also acquire crucial skills such as teamwork, time management, and cooperation that are essential in navigating day-to-day challenges. Furthermore, the hands-on approach of creating items from the given materials fosters a sense of creativity and problem-solving ability among the students. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.pressreader.com/malaysia/the-borneo-post/20221205/281883007368569 |
| Description | School Visits to Telok Melano and Telaga Air, Sarawak |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Three workshop sessions were held at both schools, on the same dates, but at different locations. Facilitators of the workshop were made up of CreativeCulture team members and masters students who are enrolled in a Masters in Learning Sciences programme at Universiti Malaysia Sarawak. For each workshop session, participants (school students, aged between 8-11) were given learning games that are designed to teach them concepts in Science, Mathematics and English language. School teachers were also invited to play a role in the workshop sessions. The games were received well by the students and teachers. The most impactful activity was the collaborative game they played between the two sites, where teams were formed between the two schools, and they were asked to complete a mathematics game via Skype interaction. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.facebook.com/creativeculture17/?hc_ref=ARSVy6RA228ECVdMOPypgu-x1JKXEcCSAsXZlo0hMwfjy7NFb... |
| Description | Social media channels |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Social media channels and website for the project disseminating outcomes from the project. Facebook: https://www.facebook.com/creativeculture17/ Twitter: https://twitter.com/_mycapsule website: http://mycapsule.my |
| Year(s) Of Engagement Activity | 2017,2018 |
| URL | http://www.mycapsule.my/wp/ |
| Description | Swinburne - Remixed Play with PLAY |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | The workshop was conducted specifically for Swinburne University's educators. We use PLAY cards to produce games. The whole workshop was around one hour and fifteen minutes long. Two products were developed that will be used at the STEM Playground event, a state's initiative in promoting STEM in schools. The head of STEM was initially skeptical of the gamification in learning approach in STEM, but after the remixed play activities using paper based, Lego and the PLAY card, all the educators including the head of STEM seems more confident and sure of the benefits of rapid game prototyping to produce education STEM games. The outcome of the engagement link with the ODA to leverage and scale up the quality and sustainability of STEM learning in Sarawak by providing a creative process for educators to create their own playful and creative resources. This few initial engagement has lead to an MoU signing between UNIMAS and Swinburne. |
| Year(s) Of Engagement Activity | 2018,2019 |
| URL | http://mycapsule.my |
| Description | Teacher Training on Gamification |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | We have conducted a three-day training workshop on Gamification for 60 teachers, who represented 30 districts throughout Sarawak. The workshop was held on 2nd to 4th September 2020. The workshop also included activities on SDGs and the curriculum in association with the ESRC ACES project for developing resilience through playful learning |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://bit.ly/3jCxe77 |
| Description | Teachers Workshop - Co-designing Game Based Learning in collaboration with EU Funded Beaconing |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | All the teachers from a local primary school in Coventry (Howes Primary) participated in a full-day workshop aimed at introducing them to game based learning design, and to the CreativeCulture design perspective. This started with a presentation and discussion of the underlying theory of game based learning and game design based learning, then moved to a hands-on game prototyping exercise based on modifying known games toward obtaining the intended learning outcomes. The participants in the workshops were 12 primary school teachers, plus the headmaster. Howes Elementary has an excellent portfolio of STEM education as part of the Scientix and VEX robotics networks, therefore constituting an optimal testbed for both grounding the conceptual pedagogical innovations that are integral part of the CreativeCulture project, and an excellent point of interface fort students on the Malaysian side.The workshop helped these already technologically savvy teachers to take a further step and focus on the co-design of interactive activities with their students. In particular, it enabled us to experiment with game-based learning co-design in a primary school setting, and to establish an ongoing collaboration with a relevant local partner. (see also follow-up activities). |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://beaconing.eu/2017/06/09/beaconing-demo-workshop-in-coventry/ |
| Description | Workshop on Remixing Play approach at UNIMAS |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | The workshop was to onboard educators on the Remixing Play approach - August 2017. The workshop, also described in the engagement section has been covered by the national press: http://www.theborneopost.com/2017/08/19/games-and-play-put-fun-into-education/ https://www.slideshare.net/sarnab75/press-cut-gamechangers-and-creativeculture-in-malaysia |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.slideshare.net/sarnab75/press-cut-gamechangers-and-creativeculture-in-malaysia |