Comparisons of Creativity Performance and Learning Effects through Digital Game-Based Creativity Learning between Elementary School Children in Rural and Urban Areas

Autor/inn/en	Yeh, Yu-chu; Ting, Yu-Shan
Titel	Comparisons of Creativity Performance and Learning Effects through Digital Game-Based Creativity Learning between Elementary School Children in Rural and Urban Areas
Quelle	In: British Journal of Educational Psychology, 93 (2023) 3, S.790-805 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yeh, Yu-chu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12594
Schlagwörter	Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Creativity; Performance; Learning; Game Based Learning; Video Games; Computer Games; Rural Youth; Rural Urban Differences; Urban Youth; Learning Motivation; Learning Processes; Self Determination; Age Differences; Rewards; Disadvantaged Environment; Scores + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Kreativität; Achievement; Leistung; Lernen; Video game; Videospiel; Videospiele; Computer game; Computerspiel; Computerspiele; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Stadt-Land-Beziehung; Urban area; Urban areas; Stadtregion; Stadt; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Selbstbestimmung; Age; Difference; Age difference; Altersunterschied; Reward; Belohnung
Abstract	Background: Creativity is an important ability for problem-solving in both personal life and academic learning. Few creativity studies have investigated the development of children's creativity in disadvantaged rural areas or compared the rural-urban differences through digital game-based creativity learning. Understanding such differences can help provide resources for promoting learning equality in creativity. Aims: This study aimed to compare the rural-urban difference in elementary school children's creativity performance and their learning effect through digital game-based creativity learning. Sample: Participants were 261 3rd and 4th graders and 194 5th and 6th graders from 6 elementary schools. Method: Two digital game-based creativity learning systems were employed to conduct a five-class experimental instruction. A creativity test and a questionnaire were also used. Results and Conclusions: The results indicate that the urban middle graders, but not the upper graders, outperformed their rural counterparts in the creativity test before game-based learning. Nevertheless, all children got a higher score on the creativity test after the game-based learning, suggesting the employed creativity learning systems could be vehicles for improving elementary school children's creativity. However, the rural children gained less from the learning than the urban children, which may be due to weaker competencies in self-regulated learning. Further studies can employ an inventory to verify this and also consider providing more scaffolding of self-regulated learning to more disadvantaged students during digital game-based creativity learning. Additionally, the results of this study reflect the importance of self-determination and rewards in learning motivation. Appropriate rewards may encourage persistence in taking on challenges. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01