Analysis of Creative Thinking Skills Development under Active Learning Strategies

Forte-Celaya, Jacqueline; Ibarra, Luis; Morales, Leonardo David Glasserman

doi:10.3390/educsci11100621

Cited by 10 publications

(7 citation statements)

References 52 publications

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“…Other than that, this study fills the gaps in the research mentioned earlier and provides valuable suggestions and recommendations for future studies on gamified flipped classrooms. Apart from that, SDT [5], [17]- [19], [22], [32], [34], [39], [40], [44], [48], [50]- [55] became the basis of the majority of gamified flipped classrooms study.…”

Section: Discussionmentioning

confidence: 99%

“…[32] TipOn 28 [33] Kahoot! Quizlet, and Prodigy 29 [34] Self-develop gamification project 30 [35] Computer-assisted games 31 [36] AI-enabled gamified web-based online learning application 32 [37] Kahoot! 33 [38] Gamified interactive e-book 34 [39] Self-develop gamification learning 35 [40] Econplus champions league and Kahoot!…”

Section: Gaming Tools or Online Platformmentioning

confidence: 99%

“…The gamified learning experience positively impacted the attitudes of participants toward learning gamification. [34] Creative Thinking Skills…”

Section: [13] Students' Achievement and Perceptionsmentioning

confidence: 99%

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Gamified flipped classroom in education: a systematic review

Majid,

Zain,

Ismail

2024

IJERE

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Nowadays, gamified flipped classrooms (GFC) are a cutting-edge teaching method. Using gamification techniques with flipped classrooms (FC) significantly positively affects teachers and students. This study reviews the impact of GFC research on education methodically. Hence, the study investigated a comprehensive literature review of 52 empirical research publications published between 2018 and 2022 in various electronic databases and on the web. Note that the review established the foundation for the significance of upcoming research projects by critically assessing and evaluating the different inconsistencies in the literature. In addition to examining the contradictory results of previous research, the study offer a framework as well as guidance for future researchers in terms of theoretical models, methodology, game tools or online platforms, game activity, game elements, variables, and the impact of a GFC.

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Section: Discussionmentioning

confidence: 99%

Section: Gaming Tools or Online Platformmentioning

confidence: 99%

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Gamified flipped classroom in education: a systematic review

Majid,

Zain,

Ismail

2024

IJERE

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“…These elements aim to involve, influence and encourage to perform a certain behaviour. Each element has three types of characteristics which are: (1) progression; (2) reward; (3) and recognition (Aparicio et al 2021;Forte-Celaya et al 2021;Gatautis et al 2016;Rodrigues et al 2021b).…”

Section: Main Elements Of Gamificationmentioning

confidence: 99%

The Epic Game of Creating a Successful Gamified Co-Creation Strategy

Lopes

Gomes

Santos

et al. 2022

Administrative Sciences

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This paper aims to explore consumer engagement with online retailers through gamification, the use of game mechanics, and co-creation. A qualitative methodology was used through an exploratory case study approach. The interviews were conducted with 30 Portuguese consumers. It was found that the majority of respondents do not consider online shopping as a substitute for other entertainment activities. Respondents stressed that in online shopping, the important thing is personal satisfaction and their needs. According to the Hexad model, these characteristics fit the free spirit gamer, the Barttle model the explorer and the BrainHex model the seeker. As far as co-creation is concerned, the results indicate that most of the interviewees do not value the tools that exist on the retailers’ websites which allow them to create their own product. This study provides recommendations for retailers to implement a successful co-creation gamification strategy. Companies need to include gaming elements to enhance the retail experience and increase sales. In turn, this can increase competitive pressures among retailers by improving the services and products they offer. This paper provides empirical support for the current dearth of qualitative studies on the role of gamification and co-creation in the online retail experience. Many of the findings of this study are not in line with existing literature, allowing the conclusion that gamification alone is no longer enough to engage the online retail consumer with products and brands, requiring co-creation for the effective engagement of this consumer.

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“…Although this aspect has been widely researched, the literature concerning the integration and adoption of creative thinking models in educational systems and the implications this has on creative thinking skills is limited. As suggested by Forte‐Celaya et al (2021), future studies are needed to evaluate the specific activities that enhance creative thinking skills. This implies a great gap with regard to knowledge concerning the link that creative thinking models have on creative thinking.…”

Section: Introductionmentioning

confidence: 99%

The effect of implementation of a creative thinking model on the development of creative thinking skills in high school students: A systematic review

Saeed

Ramdane

2022

Review of Education

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Creative thinking plays a pivotal role in science, innovation and the arts, solidifying its significance in daily life problem solving as well as maintaining and fostering our well‐being. Creative problem solving (CPS) and critical reasoning enables students to be challenged and to grasp complex problems and is defined as one's ability to generate both original and useful ideas to be adopted in a wide array of situations. However, the literature concerning the integration and adoption of creative thinking models in educational systems and the implications this has on creative thinking skills is limited. To investigate whether the implementation of a creative thinking model leads to the development of creative thinking skills in high school students, and whether it affects any other abilities of high school students, Scopus, Web of Science and PubMed were systematically screened on 21 February 2022. Studies that adopted a CPS model in a high school setting and investigated its role in improving the creative thinking skills of students were included. Eight studies that spanned 542 high school students were included in this systematic review. Implementation of creative thinking models, including FPSPI, SCAMPER, quantum‐based CPS learning, and traditional CPS models, resulted in notable improvements in the development of creative thinking skills in high school students. Improvements were also evident in the participant's academic achievements, concept understanding and higher‐order thinking skills. A data extraction form was formulated in accordance with the PRISMA recommendations and (GRADE) criterion for risk of bias was incorporated. The implementation of a creative thinking model in educational institutions results in the development and improvement of creative thinking skills in high school students when used alongside traditional teaching methods. Future studies should focus on investigating the adoption of these models and others on a wider scale, spanning several geographical locations and education systems.

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Analysis of Creative Thinking Skills Development under Active Learning Strategies

Cited by 10 publications

References 52 publications

Gamified flipped classroom in education: a systematic review

Gamified flipped classroom in education: a systematic review

The Epic Game of Creating a Successful Gamified Co-Creation Strategy

The effect of implementation of a creative thinking model on the development of creative thinking skills in high school students: A systematic review

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