Collaborative digital game design and play to facilitate college students’ creativity development
Bibliographic Data
| ID | 21632023 |
|---|---|
| Authors | Yu‐Fen Yang (0000-0002-8217-9301, Department of Applied Foreign Languages, National Yunlin University of Science & Technology, Douliu, Taiwan, corresponding author), Christine Chifen Tseng (0000-0001-9548-3583, Department of Applied English, National Taichung University of Science & Technology, Douliu, Taiwan), Siao-Cing Lai (0000-0003-0530-9456, Department of Applied Foreign Languages, National Yunlin University of Science & Technology, Douliu, Taiwan) |
| Year | 2024 |
| Pages | 1-20 |
| Publication date | 2024-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2024.2368875 |
| OpenAlex | W4400201102 |
| Language | EN |
| Citations received | 1 |
| References cited | 41 |
This study aimed to investigate how digital games affected college students’ creativity development. A sample of 60 college students participated in the digital game design and play instruction, grounded in the playful constructivism theory. The data incorporated the students’ pre- and post-creativity scores in game design, the first and final versions of game design, and the students’ responses to the open-ended questionnaire. The findings revealed that the students’ creativity was developed after digital game design and play instruction, facilitated by three key creative learning processes, including collaborative digital game design, digital game-playing for providing peer feedback, and redesign of the games after receiving peer feedback. These collaborative processes encouraged the students’ role-reversal between designers and players, enabling the students to provide and receive peer feedback for the exchange of creative ideas. Through reflecting on received peer feedback, the students refined their initial ideas and tailored their reflections to redesign the games for the target learners, thereby cultivating their creativity in educational digital game design. This study suggests collaborative digital game design and play instruction is an effective strategy to facilitate college students’ creativity development
Creativity · Educational game · Educational technology · Game design · Human–computer interaction · Mathematics education · Multimedia · Video game development · Computer Science · Creativity in Education and Neuroscience · Educational Games and Gamification · Innovative Educational Technologies · Psychology
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |