Computers & Education ( IF 12.0 ) Pub Date : 2021-08-26 , DOI: 10.1016/j.compedu.2021.104312 Seyedahmad Rahimi 1 , Valerie J Shute 2
Creativity is one of the most essential skills for success in life in our dynamic, complex world. For instance, we are currently facing major problems with the COVID-19 pandemic, which requires creative thinking for solutions. To increase the pool of creative thinkers, we need tools that can assess and support people's creativity. With advances in technologies, as well as in computer and learning sciences, we can create such support tools. In this study, we investigated the effectiveness of a creativity-support system that we developed in the level editor of an educational game called Physics Playground. Our goal was to improve college students' creativity. Participants (n = 114) were randomly assigned to one of four conditions and instructed to create as many creative game levels as possible in about two hours. The four conditions included: (1) Inspirational – with supports that provided access to a website with example levels, a brainstorming tool, and a remote association activity; (2) Instructional – with supports that provided specific instructions to first design as many levels as possible, then pick four of the levels, and enhance them using a tool called SCAMPER; (3) Both – with both inspirational and instructional supports; and (4) No Support, which did not include any creativity supports. The major finding from this research was that the Both condition was significantly more effective than the other conditions in improving students' creativity measured by the creativity of the game levels created by the students. Implications of the findings, limitations, and future research are discussed.
中文翻译:
先启后导,提高学生创造力
创造力是在我们充满活力、复杂的世界中取得成功的最重要技能之一。例如,我们目前面临着 COVID-19 大流行的重大问题,这需要创造性思维来解决。为了增加创造性思维者的数量,我们需要能够评估和支持人们创造力的工具。随着技术以及计算机和学习科学的进步,我们可以创建这样的支持工具。在这项研究中,我们调查了我们在名为Physics Playground的教育游戏的关卡编辑器中开发的创造力支持系统的有效性。我们的目标是提高大学生的创造力。参加者(n = 114) 被随机分配到四种情况之一,并被指示在大约两个小时内创造尽可能多的创意游戏关卡。这四个条件包括:(1) 鼓舞人心——支持访问带有示例级别的网站、头脑风暴工具和远程关联活动;(2) 指导性——提供具体说明的支持,首先设计尽可能多的关卡,然后选择四个关卡,并使用名为 SCAMPER 的工具对其进行增强;(3) 两者——既有启发性的支持,也有指导性的支持;(4) 无支持,不包括任何创意支持。这项研究的主要发现是,两种情况在提高学生的 创造力通过学生创造的游戏关卡的创造力来衡量。讨论了研究结果的意义、局限性和未来的研究。