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首页> 外文期刊>Computers & education >The Creativity Challenge Game: An educational intervention for creativity enhancement with the integration of Information and Communication Technologies (ICTs)
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The Creativity Challenge Game: An educational intervention for creativity enhancement with the integration of Information and Communication Technologies (ICTs)

机译：创造力挑战游戏：通过整合信息和通信技术（ICT）来增强创造力的教育干预措施

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摘要

Creativity enhancement is an educational objective. The integration of Information and Communication Technologies (ICTs) into the curriculum is another goal of many educators. In this study a creativity enhancement intervention was conducted with participants students (N = 90, 46 male, 44 female) of mean age M = 18.38, in an information systems course. A quasi experimental design was employed and the proposed method included the extensive use of Facebook, a collaborative team structure, a game-like competitive environment, questions generation and answering. Creativity was measured with several pre-post divergent thinking tests. Academic achievement was obtained through exam results. Additional data were collected with online questionnaires. Results show that the intervention was overall effective in stimulating creativity. There was a statistically significant increase in fluency, flexibility, elaboration and originality, as measured by divergent thinking tests. Total student creativity calculated with the use of principal component analysis showed a significant positive link to academic achievement and ICT knowledge. Students with almost zero Facebook usage exhibited the highest levels of creativity followed closely by their peers with the highest Facebook usage. Creativity enhancement was not related to Facebook usage or ICT knowledge. Results and implications are discussed, and propositions for future research are offered.
机译：创造力的提高是一个教育目标。将信息和通信技术（ICT）集成到课程中是许多教育者的另一个目标。在这项研究中，在信息系统课程中，对平均年龄M = 18.38的参与者学生（N = 90，男46，男44）进行了创造力增强干预。采用了准实验设计，所提出的方法包括广泛使用Facebook，协作团队结构，类似游戏的竞争环境，问题生成和回答。创造力是通过一些事后发散性思维测验来衡量的。通过考试成绩获得了学术成就。其他数据通过在线调查表收集。结果表明，该干预在刺激创造力方面总体有效。通过不同的思维测验，流利性，灵活性，精致性和独创性在统计学上显着增加。使用主成分分析法计算得出的学生创造力总量与学业成绩和ICT知识有着显着的正相关关系。 Facebook使用率几乎为零的学生表现出最高的创造力水平，其次是Facebook使用率最高的同学。创造力的提高与Facebook的使用或ICT知识无关。讨论了结果和含义，并提供了未来研究的建议。

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