Alyana Grace Q. Tapay^1,, Angelo Mark P. Walag¹

This study explores how Bachelor of Secondary Education (BSEd) Science students engage in collaborative creativity through the creation of educational games. By combining gamification and experiential learning, the study highlights the potential of game design to enhance critical skills such as communication, teamwork, and creativity among future educators. Using a transcendental phenomenology approach with a mixed-methods design integrating both quantitative and qualitative data, the research assessed the students' collaboration dynamics, problem-solving abilities, and creative processes in game development projects. Quantitative data was collected through a 21-item questionnaire, while qualitative insights were gathered via semi-structured interviews. Results showed that game creation not only deepened students' understanding of scientific concepts but also fostered group creativity through shared goals, brainstorming, and iterative problem-solving. Data was analyzed through triangulation and thematic analysis, revealing that incorporating game design into educational programs can significantly enhance collaborative learning, critical thinking, and job readiness, offering a novel approach to teacher training in science education.

Game, Gamification, Game-based Learning, Game Creator, Game Creation