The effect of educational game design process on students’ creativity

Abstract

In the 2020s, it is clear that children now spend most of their days in front of the screen. During screen time, playing games is one of the most important activities of children. However, technology is developing day by day and innovations are quickly becoming a natural part of life. Therefore, children now need to be creative people who produce innovation, rather than just consuming themselves with the digital content offered to them. For this reason, students need to improve their creative thinking skills. Also, they need guidance for producing with technology. Considering this circumstance, this research, which was aimed at 5th and 6th grade school students designed educational games in a blended learning environment, employed a single group pretest posttest experimental design research. At the beginning and end of the research, the creativity level of students was examined by using the Torrance Test of Creativity. The study tries to seek an answer to the following question: How does the educational game designing process affect 5th and 6th grade students’ creative thinking development?. As a result, it was determined that there was a statistically significant difference in the creative thinking skill scores of those who designed their own educational game. This result is tangible evidence that the game is not only a drill and practice activity but it also presents a creative thinking environment for students. © 2022 Elsevier B.V., All rights reserved.