An Analysis of Creative Process Learning in Computer Game Activities through Player Experiences


This research investigates the extent to which creative processes can be fostered through computer gaming. For investigating creative processes in this domain is proposed. This research tends to focus on games that have been specifically designed for educational purposes: Digital Game Based Learning in terms of creativity. This paper describes a behavior analysis for measuring the creative potential of computer game activities and learning outcomes. Creative components are measured by examining task motivation and domain-relevant and creativity-relevant skills factors. The research approach applies heuristic checklists in the field of the gameplay to analyze the factors that the stage of player activities involved in the performance of the task and to examine player experiences with the Player Experience of Need Satisfaction (PENS) survey. The player experiences are influenced with the most complex of game play interactions through player experiences; competency, autonomy, intuitive controls, relatedness and presence. It examines the impact of these activities on the player experience for evaluating learning outcomes through school record. The study forms designed to better understand the creative potential that people engage for knowledge and skills being learned during the course of playing. The findings show the creative potential that occurred to yield levels of creative performance within game play activities to support learning. The anticipated outcome is knowledge on how video games foster creative thinking as an overview of the Creative Potential of Learning Model (CPLN). CPLN clearly understand the interrelationships between principles of learning and creative potential, the interpretation of the results is indispensible.

Author Information
Wilawan Inchamnan, Dhurakij Pundit University, Thailand

Paper Information
Conference: ACEID2015
Stream: Student learning

This paper is part of the ACEID2015 Conference Proceedings (View)
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Posted by James Alexander Gordon