Making an impact: The effects of game making on creativity and spatial processing

For decades, researchers have tried to understand how to guide students to both pursue and excel in a career in the fields science, technology, engineering, and mathematics (STEM). Recently, creativity has been recognized as being important in STEM-based fields and some researchers have even suggested a shift from STEM to STEAM to account for the artistic side of science (Boy, 2013; Henriksen, 2014). Creative capacities augment scientific endeavors given the role these capacities play in problem-solving and innovation. Our work focuses on identifying a method to improve both creativity and spatial abilities, as spatial ability predicts the likelihood to succeed in a STEM field (Wai et al., 2009). Some scientists found that making computer games provides students with an introduction to computer science and technology through an engaging, self-driven platform. While this technique has been successful in sparking interest in STEM careers (Javidi & Sheybani, 2010; Robertson & Howells, 2008), little research has been conducted on how it impacts STEM success. We examined if game-making could lead to cognitive improvement in creativity and spatial abilities in addition to its attitudinal effects. Using a longitudinal, pretest/post-test design, we found that making levels in Portal 2 improved creative and spatial abilities over a control. Participants who made levels also reported being more interested and confident in a variety of STEM-related activities. We conclude that game-making can be used as an engaging way to not only encourage students to pursue, but prepare them to succeed in STEM careers.