Engaging Elementary School Children in Mindful Learning Through Story-Based Creativity Games Facilitates Their Growth Mindset

Yeh, Yu‐chu; Chang, Jui-Yen; Ting, Yu-Shan

doi:10.1080/10447318.2022.2041901

Cited by 3 publications

(1 citation statement)

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“…Moreover, it has been found that digital game‐based learning can be an effective vehicle for enhancing creativity (e.g., Stolaki & Economides, 2018; Ting & Yeh, 2023; Yeh et al, 2020; Yeh, Chang, et al, 2019; Yeh et al, 2022; Yeh et al, 2023). Digital game‐based learning refers to learning that integrates digital games into a learning environment, by which learners can experience a joyful learning process as well as achieve learning goals (Liao et al, 2019; Wang et al, 2016; Yang & Chen, 2020).…”

Section: Introductionmentioning

confidence: 99%

Comparisons of creativity performance and learning effects through digital game‐based creativity learning between elementary school children in rural and urban areas

Yeh

Ting

2023

Brit J of Edu Psychol

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BackgroundCreativity 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.AimsThis 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.SampleParticipants were 261 3rd and 4th graders and 194 5th and 6th graders from 6 elementary schools.MethodTwo 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 ConclusionsThe 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.

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Section: Introductionmentioning

confidence: 99%

Comparisons of creativity performance and learning effects through digital game‐based creativity learning between elementary school children in rural and urban areas

Yeh

Ting

2023

Brit J of Edu Psychol

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HCI Research and Innovation in China: A 10-Year Perspective

Shi,

Yi,

Liang

et al. 2024

International Journal of Human–Computer Interaction

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Positive Psychology and Strengths-Based Interventions (SBIs): Implications for Uses with Special Student Populations (Special Needs, P-3, Gifted)

Mueller,

Jiang,

Winsor

2024

Education Sciences

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In 2000, Seligman and Csikszentmihalyi published the highly influential “Positive Psychology: An Introduction” in American Psychologist, and with it, they advocated for a strengths-based approach for helping people live a “good life”. Building on that work, positive psychology was further conceptualized as consisting of meta-psychological and practical aspects. The meta-psychological constitutes the aims or “grand vision” of what positive psychology stands for, whereas the practical constitutes the “nuts-and-bolts” elements that should be focused on in developing interventions. In the present commentary, we build on this previous work to propose a “positive psychology pragmatic framework” to develop strengths-based interventions (SBIs) for use with special student populations; in this case, students with special needs and P-3 and gifted students. Relatedly, we review the empirical and theoretical/conceptual literature relevant to the use of SBIs within each subpopulation as well as discuss some characteristics that make each subpopulation unique. Consequently, to the highest degree possible, we advocate for integrating intrapersonal, interpersonal, contextual/environmental, systemic, and developmental factors in developing SBIs and we make specific recommendations for future research through the lens of this proposed framework.

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Engaging Elementary School Children in Mindful Learning Through Story-Based Creativity Games Facilitates Their Growth Mindset

Cited by 3 publications

References 50 publications

Comparisons of creativity performance and learning effects through digital game‐based creativity learning between elementary school children in rural and urban areas

Comparisons of creativity performance and learning effects through digital game‐based creativity learning between elementary school children in rural and urban areas

HCI Research and Innovation in China: A 10-Year Perspective

Positive Psychology and Strengths-Based Interventions (SBIs): Implications for Uses with Special Student Populations (Special Needs, P-3, Gifted)

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