创造力
心理学
数学教育
课堂管理
创造性思维
发散思维
班级(哲学)
实证研究
教学方法
教育学
社会心理学
计算机科学
认识论
哲学
人工智能
作者
Pei-Zhen Chen,Ting Wei Chang,Ching Lin Wu
标识
DOI:10.1016/j.tsc.2020.100664
摘要
Gamification improves students’ learning motivation and enhances their performance in nongaming situations, such as in a classroom. In addition, their academic performance is closely related to their creativity. However, to the best of our knowledge, few empirical studies confirm whether gamified classroom management improves students’ creativity. The present study models a role-playing gamified classroom management program, the Class of Oz, which allows students to play different roles and complete various tasks. Two groups of elementary students participated in the experiment: 44 elementary students who received gamified classroom management and the other 42 elementary students who received traditional classroom management. We examined the differences between the experimental and control groups regarding their divergent thinking and creative tendency. The results show that role-playing in gamified classroom management enhances students’ verbal divergent thinking and creative tendency in classroom activities and that its influences on different dimensions of divergent thinking and creative tendency vary. These findings reveal that gamified classroom management is effective in enhancing students’ creativity and serves as creativity training for elementary students. Thus, the present study provides a practical reference for practical teachers.
科研通智能强力驱动
Strongly Powered by AbleSci AI