Video Games can Increase Creativity, but with Caveats

Blanco-Herrera, Jorge A.; Gentile, Douglas A.; Rokkum, Jeffrey N.

doi:10.1080/10400419.2019.1594524

Cited by 55 publications

(29 citation statements)

References 29 publications

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“…It collects research investigating the role of video games in enhancing the creativity of the players. Research within this subtopic has explored the development of custom video games to be tested with students in the classroom (Hsiao et al, 2014) or the testing of students' creativity while playing popular video games like Minecraft (Blanco‐Herrera et al, 2019). Some research also investigates video games themselves as creative outputs (Hall et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Major and recent trends in creativity research: An overview of the field with the aid of computational methods

2021

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The present article explores 98 years of creativity research [1922–2020] covering more than 38,000 academic articles on the topic. By applying computational methods rooted in network analysis and text mining, we uncover a history of creativity research spread through 12 major topics of inquiry, including, among others, the psychology of creativity, organisational creativity, creative industries, and idea generation. We also unpack recent trends within the growing body of literature, with a particular focus on business and management. These trends, 36 in total, cover a variety of topics, from the discussions of cultural psychology and distributed creativity to the role that virtual worlds play in the generation of creative outputs. Digitalisation, interdisciplinarity, and multiculturalism emerge as transversal topics across the recent developments. Finally, we discuss how computational methods can help develop comprehensive snapshots of large research fields such as that of creativity and draw subsequent policy implications.

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Section: Resultsmentioning

confidence: 99%

Major and recent trends in creativity research: An overview of the field with the aid of computational methods

2021

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“…These findings support the argument that creativity is highly transferrable (Pellegrino and Hilton, 2012; Ritter and Mostert, 2017) and constitutes a variety of domain unspecific skills such as critical thinking and problem-solving (Carvalho et al, 2015;Mayer, 1989) and cognitive flexibility (Cropley, 1990;Reiter-Palmon et al, 1998). For example, the participant who mentions that games have helped him adapt to different traffic situations and seek alternative routes may lend support to the claim that digital games enhance cognitive flexibility (Blanco-Herrera et al, 2019;Moffat et al, 2017). The creative cognition perspective may shed light on how such creativity is transferred between domains, with participants citing they gained ideas and inspiration from the games they played.…”

Section: Discussionmentioning

confidence: 99%

“…Previous work on digital games has focused on creative aspects such as appropriating forms of play (Aarseth, 2007;Consalvo, 2009;Jarrett, 2014Jarrett, , 2016Sotamaa, 2007), social innovations (Ferguson, 2011;Wright et al, 2002), user-created content (UCC) (Burri, 2011), and affective aspects such as emotional challenge and reflection (Bopp et al, 2018;Mekler et al, 2018) as well as the effects of gameplay on creativity scores using quantitative measures (Blanco-Herrera et al, 2019;Moffat et al, 2017); however, creativity from the perspective of the player has yet to be granted full attention. Not all games are created equal in terms of their scope for creative behavior, and questions remain as to how players of different types of games conceptualize what it means to be creative.…”

Section: Introductionmentioning

confidence: 99%

“…For example, Moffat et al (2017) looked at the effect of different game genres on creativity scores (measured using Torrance Tests of Creative Thinking (TTCT)) and found that gameplay could contribute to a more creative state of mind. A more recent study by Blanco-Herrera et al (2019) which specifically examined the relationship between creativity (measured using the remote association test (RAT), alien drawing task, and alternative uses test) and gameplay exposure using Minecraft (Mojang, 2011) found that there was an overall positive correlation between self-reported gameplay exposure and trait creativity scores and that creativity scores were highest when participants were not given explicit instructions on what to do in the game. However, while such studies have suggested that digital games can contribute positively to creativity (using common quantitative creativity measures such as TTCT and RAT), it remains unclear as to how players themselves define what it means to be creative in digital games.…”

Section: Introductionmentioning

confidence: 99%

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Player conceptualizations of creativity in digital entertainment games

Hall

Stickler

Herodotou

et al. 2019

Convergence: The International Journal of Research into New Med

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Creativity has been widely studied across various disciplines such as psychology and education from a variety of perspectives and has been argued to provide a range of different benefits such as the development of transferrable skills. However, not much is known about how creativity is conceptualized within digital entertainment games from the perspective of the player. In addition to providing a scoping review of the field, this study aims to address current gaps in the literature by answering the research question: how do players conceptualize creativity within digital entertainment games? Data from 24 semistructured interviews and 14 narrative surveys with regular players of various genres of digital games were analyzed using qualitative methodology. Thematic analysis was performed, resulting in three main categories of conceptualizations: ways of thinking, constructing in games, and games as an art form. By providing an insight into how players view creativity in digital games, this article aims to illuminate this understudied facet of player experience and pave the way for future studies seeking to explore how digital games may promote creativity in those who play them.

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“…Dari kesekian pengaruh negatif yang dapat ditimbulkan karena bermain game, sebenarnya juga terdapat pengaruh positif karena bermain game yaitu dengan bermain game dapat meningkatkan daya kreativitas dan daya imajinasi (Blanco-Herrera et al, 2019;Moffat et al, 2017), bermain game juga dapat melatih konsentrasi dan ketekunan (DiCerbo, 2013;Dye et al, 2009;Garris et al, 2002), selain game dapat menjadi sarana rekreasi juga sebagai sarana yang mempermudah belajar bahasa (Klimova & Kacet, 2017;Pitarch, 2018;Reyes-Chua & Lidawan, 2019;Shabaneh & Farrah, 2019) serta bermain game dapat melatih seseorang dalam berpikir logika matematika (Del Moral Pérez et al, 2018;Li et al, 2012). Penggunaan gadget dalam kegiatan pembelajaran sains (IPA) juga dapat meningkatkan keterampilan literasi sains peserta didik (Widodo et al, 2020).…”

Section: Pendahuluanunclassified

Penggunaan Game Android Terhadap Kemampuan Mengenali Rumus Kimia pada Mahasiswa Calon Guru Sekolah Dasar

Erfan

Maulyda

2020

Edc

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Entrepreneurship learning and support for the family environment give positive impact in building students' knowledge, interest and skills in the field of entrepreneurship so that they can produce graduates who are creative, innovative, productive, reliable, quality, independent, self-controlled and competitive. This study aims to determine the influence of knowledge and family environment on student entrepreneurial attitudes. This study is a descriptive exploratory study with 56 respondents as students of biology education at Mandalika University of Education. The research instrument used is a closed questionnaire with degraded answers according to the likert scale and has been validated (expert validation). The research data analysis used was inferential statistics with multiple linear regression at 5% significance level. The results of the study showed that (1) the knowledge and attitudes of student entrepreneurship had a percentage of 88.00% and 78.35% in the Very Good category, while environmental support had a percentage of 68.20 in Good category; (2) there is an effect of knowledge and family environment on student entrepreneurial attitudes (F=7,245 p=0,002<0,05); (3) knowledge and family environment simultaneously affect the entrepreneurial attitude of students by 21,5% and the remaining is influenced by other variables or factors (R square=0,215). Therefore it can be concluded that the collaboration of student knowledge about entrepreneurship and entrepreneurial family environment activities has a positive role in developing student entrepreneurial attitudes

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Video Games can Increase Creativity, but with Caveats

Cited by 55 publications

References 29 publications

Major and recent trends in creativity research: An overview of the field with the aid of computational methods

Major and recent trends in creativity research: An overview of the field with the aid of computational methods

Player conceptualizations of creativity in digital entertainment games

Penggunaan Game Android Terhadap Kemampuan Mengenali Rumus Kimia pada Mahasiswa Calon Guru Sekolah Dasar

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