This study aimed to use Game-based Learning System for Creativity Mindset (GLS-CM) to investigate whether the learning system would effectively improve pupils’ growth mindset of creativity. The participants were composed of 132 pupils. The GLS-CM was employed to improve pupils’ creativity growth mindset. The learning systems consist of eight games for enhancing dispositions and skills of creativity. Creativity Mindset Inventory was employed to measure the participants’ creativity mindset; it included four factors: Growth-Internal, Growth-External, Fixed-Internal, and Fixed-External. The quasi-experimental design of a four-week experimental instruction was employed in this study. While the experimental group received the game-based intervention, the control group did not; however, both groups received the pretest and the posttest. Using Test (pretest vs. posttest score of creativity mindset) as the dependent variables and using Group (control vs. experimental) as the independent variable, we conducted repeated measure analysis of variance to examine the effects of Group on the improvement of creativity mindset. Significant differences were found on Fixed-External ⤬ Group interaction; analysis of simple main effect revealed that the pupils in experimental group reduced their Fix-external mindset, whereas the control group pupils did not. The findings of this study suggest that the GLS-CM is effective in reducing pupils’ creativity fixed-mindset. The GLS-CM emphasizes the importance of the brain functioning and the cultivation of a growth mindset, as well as the integration of creative thinking strategies and Bingo games. The findings suggest such game-based learning is effective in reducing fixed mindset of creativity.
Yu-chu Yeh, National Chengchi University, Taiwan
Yu-Shan Ting, National Chengchi University, Taiwan
Han-Lin Chang, National Chengchi University, Taiwan
Yu-Jung Lin, National Yunlin University of Science and Technology, Taiwan