Computer Games and Their Impact on Creativity of Primary Level Students in Tehran

Mokhtari, Pari; Mohammadkazemi, Reza; Kamkari, Kambiz

doi:10.14807/ijmp.v7i3.462

Cited by 3 publications

(3 citation statements)

References 31 publications

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“…Barajas, Frossard, and Trifonova (2018) state that robotic coding and educational games, which are associated with digital literacy, are suitable for the constructivist approach and can contribute to the development of creativity. Regarding the research studies in literature which also underpin the results of this study, digital storytelling that can be associated with digital literacy (Karakuş, Türkkan & Namlı, 2020;Akyeampong, 2018;Smyrnaiou, Georgakopoulou & Sotiriou, 2020), robotic coding (Haymana & Özalp, 2020;Badeleh, 2021;Çakır, Korkmaz, İdil & Erdoğmuş, 2021;Durak & Şahin, 2018;Tiryaki & Adıgüzel , 2021;Kabadayı, 2019;Noh & Lee, 2020) and educational digital games (Naeini & Masood, 2012;Mokhtari, MohammadKazemi & Kamkari, 2016;Hutton & Sundar, 2010) enhance the development of creative thinking. Alt and Raichel (2020) find out that gamified problem-based learning environment increases the creative self in order to enhance digital literacy.…”

Section: Discussionmentioning

confidence: 97%

“…Based on the research studies, it can also be said that using digital technology has an effect on creative thinking. Notably, there are studies in literature that are about various applications of the use of digital tools which positively affect creative thinking (Karakuş, Türkkan & Namlı, 2020;Akyeampong, 2018;Smyrnaiou, Georgakopoulou & Sotiriou, 2020, Haymana & Özalp, 2020Badeleh, 2021;Çakır, Korkmaz, İdil & Erdoğmuş, 2021;Durak & Şahin, 2018;Tiryaki & Adıgüzel, 2021;Kabadayı, 2019;Noh & Lee, 2020, Mokhtari, MohammadKazemi & Kamkari, 2016, Alt & Raichel, 2020. However, digital literacy also includes the ethical and cultural use of digital technology.…”

Section: Creative Thinkingmentioning

confidence: 99%

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The Effect of Digital Literacy on Creative Thinking Disposition: The Mediating Role of Lifelong Learning Disposition

Kesici

2022

Journal of Learning and Teaching in Digital Age

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This study aimed to determine whether digital literacy has a direct effect on creative thinking disposition and an indirect effect through lifelong learning disposition. The study was conducted with 327 teachers working in Siirt Province, Turkey in 2021-2022 academic years. "The Marmara Creative Thinking Dispositions Scale", "Digital Literacy Scale" and "Lifelong Learning Trends Scale" were used in the data collection process. Correlational survey method was employed in this study. The structural equation modeling technique was also used to analyze the relationships of variables. Two models, which explain the direct effect of digital literacy on creative thinking disposition and its indirect effects through lifelong learning disposition, were developed. As a consequence of the analysis, it was determined that structural models were in good agreement with each other. In this study, digital literacy has a statistically significant and positive effect on creative thinking disposition both directly and indirectly through lifelong learning disposition.

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Section: Discussionmentioning

confidence: 97%

Section: Creative Thinkingmentioning

confidence: 99%

The Effect of Digital Literacy on Creative Thinking Disposition: The Mediating Role of Lifelong Learning Disposition

Kesici

2022

Journal of Learning and Teaching in Digital Age

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“…These findings are in line with the findings of Gee, 2007, Ho et. al., 2020, Mokhtari, MohammadKazemi, & Kamkar (2016 and other researchers.…”

Section: Discussionmentioning

confidence: 87%

Facebook Games for English Language Learning: What Student-Teachers Say?

Elsherif

Dreid

2021

FAJ

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This exploratory case study aimed at investigating the student-teachers’ views on using Facebook games for language learning. The participants were 48 student-teachers at the EFL Department of the Faculty of Education at a Libyan public university. They were required to play Facebook games for two weeks and then present their experiences through oral presentations and reflective journals. Data were collected through student-teachers’ presentations and reflective journals. Data were analyzed qualitatively using a thematic inductive approach. Although few student-teachers had negative views, most of the student-teachers had positive views on using Facebook games for learning. They believed that Facebook games teach players following instructions and provide opportunities for language improvement, especially for vocabulary learning. We expect that our findings would provide teachers and practitioners with ideas for classroom research and encourage researchers to conduct further and more rigorous testing on integrating Facebook games into the EFL classroom.

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