Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6851880 | Thinking Skills and Creativity | 2018 | 40 Pages |
Abstract
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.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Daniel Gallagher, Lisa R. Grimm,