Achievement goals influence mastery experience via two paths in digital creativity games among elementary school students.
Abstract: Although cultivating creativity is greatly emphasized in elementary school education and that digital games can be a promising tool for improving creativity, little research has been conducted to identify and explore how player‐related factors might influence the learning outcomes of digit...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 3; pp. 223 - 233 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=129452898&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129452898 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2018 vid: 34 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 129452898 129452898 129452898 10.1111/jcal.12234 129452898 ppf: 223 ppct: 10 formats: tig: atl: Achievement goals influence mastery experience via two paths in digital creativity games among elementary school students. aug: au: Yeh, Y.‐c. Lin, C. S. affil: Institute of Teacher Education, National Chengchi University, Taiwan sug: subj: Students, Elementary Psychosocial Factors Creativeness Education Video Games Utilization Outcomes of Education Self-Efficacy Motivation Goals and Objectives Human Structural Equation Modeling Female Male Child Summated Rating Scaling Factor Analysis P-Value Coefficient alpha Questionnaires Descriptive Statistics Data Analysis Software Chi Square Test Models, Theoretical Funding Source Child: 6-12 years Female Male ab: Abstract: Although cultivating creativity is greatly emphasized in elementary school education and that digital games can be a promising tool for improving creativity, little research has been conducted to identify and explore how player‐related factors might influence the learning outcomes of digital creativity games. This study identifies 3 individual traits pertaining to digital creativity game playing and examines how these determinants influence self‐efficacy and mastery experiences of creativity using structural equation modelling. The participants were 275 4th through 6th graders, and the employed method was inventory investigation. The findings reveal that the participants spend a large proportion of time playing digital games after school. Moreover, the results suggest that motivation for achieving both mastery goals and performance goals is crucial to enhancing self‐efficacy and achieving mastery experience in creativity. Additionally, such motivation might enhance mastery experience via two paths: the experience of flow states and the strengthening of self‐determination and self‐efficacy. The findings of this study shed light on the design of digital games for creativity training. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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