Could Computer Games-based Problem Solving Positively Affect the Development of Creativity in Young Children? A Mixed Method Case Study

Fessakis, Georgios; Lappas, Dimitrios; Mavroudi, Elisavet

doi:10.1007/978-94-017-9184-7_12

Cited by 8 publications

(5 citation statements)

References 13 publications

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“…Moreover, empirical evidence lends support to the concept that digital gaming increases creativity. A variety of research has shown that videogame playing positively correlates with creativity (Jackson et al, 2012), digital game-based learning systems are effective learning tools for fostering students’ creativity (Hsiao et al, 2014), and the use of problem-solving digital games can facilitate preschoolers’ creativity (Fessakis et al, 2015). Therefore, digital games can be a promising tool for improving creativity.…”

Section: Introductionmentioning

confidence: 99%

Mindful Learning Experience Facilitates Mastery Experience Through Heightened Flow and Self-Efficacy in Game-Based Creativity Learning

et al. 2019

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This study was performed within the limited framework of computer-game-based educational programs designed to enhance creativity. Furthermore, the utilization of mindful learning and moderators such as flow, mastery experience, and self-efficacy, brings this research to the forefront of modern educational practices. The present researchers developed a comprehensive game-based creativity learning program for fifth and sixth grade pupils. Further analyses presented relationship trends between mindful learning experience, flow experience, self-efficacy, and mastery experience. Eighty-three 5th and 6th grade participants undertook the six-week game-based creativity learning program. Upon completion of the experimental instruction, self-evaluation revealed that participants with higher scores on the concerned variables improved more in both creative ability and confidence than their counterparts. Additionally, path model analysis revealed that mindful learning experience was a powerful predictor of both mastery experience and flow experience; it also influenced mastery experience through flow experience and self-efficacy. The findings support the effectiveness of the game-based learning program developed in this study. Moreover, this study contributes to the theoretical construction of how game-based learning can be designed to facilitate mindful learning experience, flow experience, self-efficacy, and mastery experience during creativity. Some additional enhancement mechanisms utilized in the program were: rewards for high-quality performance, challenging tasks, a variety of design components, immediate feedback, and idea sharing. The theoretical design of this study provides support for the ongoing scientific investigation of new applications of mindful learning in educational programs concerning the learning of creativity.

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Section: Introductionmentioning

confidence: 99%

Mindful Learning Experience Facilitates Mastery Experience Through Heightened Flow and Self-Efficacy in Game-Based Creativity Learning

et al. 2019

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“…Hasil ini menunjukkan bahwa penelitian-penelitian berasal dari jurnal dan memiliki fokus yang cukup besar pada jenis penelitian mixed method. Hasil penelitian ini sejalan dengan penelitian Fessakis (2015); Pellas et al (2017); dan Pinder (2018).…”

Section: Hasil Dan Pembahasanunclassified

Tren penelitian educational game untuk peningkatan kreativitas: Sebuah sistematic review dari literatur

Novia

Permanasari

Riandi

et al. 2020

jipi

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Paper ini memetakan berbagai perspektif tentang game edukasi dan pengaruhnya terhadap kreativitas serta menyatukan pemikiran terbaru di bidang ini. Tujuan utama penelitian ini adalah untuk mengetahui apakah penggunaan teknologi berupa educational game dapat meningkatkan kreativitas siswa dalam pembelajaran di kelas. Tinjauan Sistematis ini menggunakan 30 publikasi yang berasal indexed journal antara tahun 2010 hingga 2020 untuk menyoroti fokus bidang penelitian ini. Metode yang digunakan dalam penelitian ini adalah systematic review dengan pedoman Kitchenham terhadap studi penggunaan educational game untuk meningkatkan kreativitas siswa. Hasil penelitian ini menunjukkan bahwa penggunaan educational game memiliki efek aktif dalam memperkuat pemikiran kreatif siswa. Studi ini memberikan saran tentang bagaimanakah metode untuk meningkatkan kreativitas, memotivasi, dan meningkatkan hasil belajar serta mendemonstrasikan pembelajaran dengan educational game. Studi ini memberikan sebuah pandangan untuk peneliti, desainer game, pengembang di bidang educational game dan kreativitas. Research trend on the educational game to improve students’ creativity? A systematic review of the literature AbstractThis paper maps different perspectives on educational games and their impact on creativity and brings together the latest thinking in this area. The main objective of this study was to determine whether the use of technology in the form of educational games could increase student creativity in classroom learning. This Systematic Review uses 30 publications from indexed journals between 2010 and 2020 to highlight the focus of this research area. The method used in this study is a systematic review of Kitchenham's guidelines on the study of the use of educational games to increase student creativity. The results of this study indicate that the use of educational games has an active effect in strengthening students' creative thinking. This study provides suggestions on how to increase creativity, motivate, and improve learning outcomes as well as demonstrate learning with educational games. This study provides a view for researchers, game designers, developers in the fields of educational games and creativity.

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“…Στις μέρες μας, τα μικρά παιδιά περιβάλλονται από την τεχνολογία και χρησιμοποι-ούν την τεχνολογία στην καθημερινή τους ζωή (Fessakis, Lappas & Mavroudi, 2015• Hsin, Li & Tsai, 2014. Ως αποτέλεσμα, όλο και περισσότερα παιδιά ακόμα και κάτω από την ηλικία των οκτώ ετών, και από οικογένειες με χαμηλό εισόδημα, έχουν πλέον πρόσβαση σε έξυπνες κινητές συσκευές (έξυπνα κινητά τηλέφωνα -ταμπλέτες) (αγγλ.…”

Section: εκπαιδευτικές εφαρμογές για έξυπνες κινητές συσκευές για παιunclassified

Αξιολόγηση των ελληνικών εκπαιδευτικών εφαρμογών για συσκευές με λειτουργικό σύστημα Android για παιδιά προσχολικής ηλικίας.

Papadakis

Kalogiannakis

2017

Ppej

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Smart mobile devices are extremely popular among young children compared with other digital devices. International research indicates that these devices can be used as an educational tool with preschoolers, supporting under proper conditions, certain as-pects of teaching and learning. However, children's ability to participate in rich and dy-namic learning environments within and outside the school environment is closely linked to the quality of mobile applications. One of the key issues that have emerged from a re-view of the literature is the low quality of self-proclaimed educational apps. This research, which is the first of its type in Greece, examines whether self-proclaimed educational An-droid apps for Greek preschoolers have been designed in accordance with developmen-tally appropriate practices to contribute to children’s cognitive development within and outside the school environment. A standardized questionnaire, the Rubric for the EValu-ation of Educational Apps for preschool Children (REVEAC) was used as an assessment tool. The analysis showed that only 5% of the sample was in e-storybook form. The re-maining 95% of the apps was of the edutainment game type, i.e. apps which combine en-tertainment activities to achieve their educational goals. Almost all apps were drill-and-practice-type activities. The apps were based on a low level of thinking skills and they did nothing more than promote mechanical learning, a memorization technique which is based on repetition. There were no apps which aimed to develop a learning environment motivating and enabling children to learn. Some applications offered the possibility of coloring predefined shapes, but these in no way can be considered apps aiming at the development of children's creativity through play and learning. The researchers used the results of the REVEAC scale to evaluate whether the apps have been designed in line with child development principles and practices, so as to stimulate children's overall cognitive, emotional, physical and social development. The study results, consistent with the results from international studies, showed that almost all of the apps were not developmentally appropriate, i.e., they are not designed in such a way as to encourage children to use tech-nology to promote their optimal development. Naturally, we cannot isolate children from technology, but we can ensure that they are not harmed in any way by it. With the prolif-eration of smart mobile devices and their accompanying apps, concerns over the content of apps (content matters) have become even more topical. In this context, researchers, ed-ucators and app developers must ensure that apps addressed to young children should be based on a solid theoretical basis and high-quality standards.

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Could Computer Games-based Problem Solving Positively Affect the Development of Creativity in Young Children? A Mixed Method Case Study

Cited by 8 publications

References 13 publications

Mindful Learning Experience Facilitates Mastery Experience Through Heightened Flow and Self-Efficacy in Game-Based Creativity Learning

Mindful Learning Experience Facilitates Mastery Experience Through Heightened Flow and Self-Efficacy in Game-Based Creativity Learning

Tren penelitian educational game untuk peningkatan kreativitas: Sebuah sistematic review dari literatur

Αξιολόγηση των ελληνικών εκπαιδευτικών εφαρμογών για συσκευές με λειτουργικό σύστημα Android για παιδιά προσχολικής ηλικίας.

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