Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-rdxmf Total loading time: 0 Render date: 2024-11-22T16:06:40.368Z Has data issue: false hasContentIssue false

17 - The Effects of Video Games on Creativity

A Systematic Review

from Part III - Modes of Enhancement

Published online by Cambridge University Press:  19 November 2021

Sandra W. Russ
Affiliation:
Case Western Reserve University, Ohio
Jessica D. Hoffmann
Affiliation:
Yale University, Connecticut
James C. Kaufman
Affiliation:
University of Connecticut
Get access

Summary

Creativity contributes to both personal and societal growth. Recently, new methods for assessing and fostering creativity using video games have been proposed and tested. In this chapter, we start by presenting the multifarious definitions and theories of creativity. We then examine the effects of video games on creativity via empirical studies, and discuss how video games can be useful for improving creativity. Our main findings show that not all video games can enhance creativity – some game genres have more potential to enhance creativity than others. Specifically, video games that have the most potential for enhancing creativity are those that facilitate flow, allow players to co-create the game, and enhance players’ intrinsic motivation. We conclude with some specific suggestions on ways to increase creativity in video games.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amabile, T. M. (1988). A model of creativity and innovation in organizations. In Cummings, B. S. (Ed.), Research in organizational behavior (pp. 123167). Stamford, CT: JAI Press.Google Scholar
Amabile, T. M., & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning. Research in Organizational Behavior, 36, 157183. doi:10.1016/j.riob.2016.10.001CrossRefGoogle Scholar
Ashton, D. (2011). Media work and the creative industries. Education + Training. doi:10.1108/00400911111159494CrossRefGoogle Scholar
Blanco-Herrera, J. A., Gentile, D. A., & Rokkum, J. N. (2019). Video games can increase creativity, but with caveats. Creativity Research Journal, 31(2), 119131. doi:10.1080/10400419.2019.1594524CrossRefGoogle Scholar
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives, handbook 1: Cognitive domain (2nd ed.). Boston, MA: Addison-Wesley Longman.Google Scholar
Bowden, E. M., & Jung-Beeman, M. (2003). Normative data for 144 compound remote associate problems. Behavior Research Methods, Instruments, & Computers, 35(4), 634639. doi:10.3758/BF03195543Google Scholar
Checa-Romero, M., & Pascual Gómez, I. (2018). Minecraft and machinima in action: Development of creativity in the classroom. Technology, Pedagogy and Education, 27(5), 625637. doi:10.1080/1475939X.2018.1537933Google Scholar
Cipollone, M., Schifter, C. C., & Moffat, R. A. (2014). Minecraft as a creative tool: A case study. International Journal of Game-Based Learning, 4(2), 114. doi:10.4018/ijgbl.2014040101Google Scholar
Corbalán, J., Martínez, F., Donolo, D., Alonso, C., Tejerina, M., & Limiñana, M. R. (2003). CREA. Creative intelligence, a cognitive measure of creativity. Madrid: TEA Editions.Google Scholar
Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York: Harper and Row.Google Scholar
Electronic Arts Inc. (2019). SimCityTM Official Site. www.ea.com/games/simcity/simcityGoogle Scholar
Feist, G. J. (1999). The influence of personality on artistic and scientific creativity. In Sternberg, R. J. (Ed.), Handbook of creativity (pp. 273296). New York: Cambridge University Press.Google Scholar
Feist, G. J. (2010). The function of personality in creativity: The nature and nurture of the creative personality. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (pp. 113130). New York: Cambridge University Press.Google Scholar
Fessakis, G., & Lappas, D. (2013). Cultivating preschoolers creativity using guided interaction with problem solving computer games. In Carvallo, C & Escudeiro, P (Eds.), Proceedings of the 7th European Conference on Games Based Learning (ECGBL2013) (vol. 2, pp. 763770).Google Scholar
Gee, J. P. (2005). Learning by design: Good video games as learning machines. E-Learning and Digital Media, 2(1), 516.CrossRefGoogle Scholar
Gilbert, B. (2018). “Minecraft” is still one of the biggest games in the world, with over 91 million people playing monthly. Business Insider. Retrieved from www.businessinsider.com/minecraft-has-74-million-monthly-players-2018-1Google Scholar
Granic, I., Lobel, A., & Engels, R. C. M. E. (2013). The benefits of playing video games. American Psychologist, 69(1), 113.Google Scholar
Gray, A. (2016). The 10 skills you need to thrive in the fourth industrial revolution. World Economic Forum. Retrieved from www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/Google Scholar
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53(4), 267. doi:10.1037/h0040755Google Scholar
Hamlen, K. R. (2009). Relationships between computer and video game play and creativity among upper elementary school students. Journal of Educational Computing Research, 40(1), 121. doi:10.2190/EC.40.1.aGoogle Scholar
Hamlen, K. R. (2013). Trends in children’s video game play: Practical but not creative thinking. Journal of Educational Computing Research, 49(3), 277291. doi:10.2190/EC.49.3.aGoogle Scholar
Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61(1), 569598. doi:10.1146/annurev.psych.093008.100416Google Scholar
Hewett, K. J. E. (2016). The Minecraft project: Predictors for academic success and 21st century skills gamers are learning through video game experiences [Unpublished doctoral dissertation]. Texas A&M University – Corpus Christi. https://search.proquest.com/pqdtglobal/docview/1861722622/abstract/5FB16F0873F3439EPQ/6Google Scholar
Hsiao, H., Chang, C. S., Lin, C. Y., & Hu, P. M. (2014). Development of children’s creativity and manual skills within digital game-based learning environment. Journal of Computer Assisted Learning, 30(4), 377395. doi:10.1111/jcal.12057CrossRefGoogle Scholar
Hsiao, H. S., Wong, K. H., Wang, M. J., Yu, K. C., Chang, K. E., & Sung, Y. T. (2006). Using cognitive affective interaction model to construct on-line game for creativity. In Pan, Z., Aylett, R., Diener, H., Jin, X., Göbel, S., & Li, L (Eds.), Technologies for E-Learning and Digital Entertainment (vol. 3942, pp. 409418). Berlin Heidelberg: Springer. doi:10.1007/11736639_52CrossRefGoogle Scholar
Hutton, E., & Sundar, S. S. (2010). Can video games enhance creativity? Effects of emotion generated by dance revolution. Creativity Research Journal, 22(3), 294303. doi:10.1080/10400419.2010.503540Google Scholar
Inchamnan, W., Wyeth, P., & Johnson, D. (2013). Does activity in computer game play have an impact on creative behaviour? 2013 IEEE International Games Innovation Conference (IGIC) (pp. 77–84). doi:10.1109/IGIC.2013.6659169CrossRefGoogle Scholar
Inchamnan, W., Wyeth, P., Johnson, D., & Conroy, D. (2012). A method for measuring the creative potential of computer games. In Herrlich, M., Malaka, R., & Masuch, M. (Eds.), International Conference on Entertainment Computing – ICEC 2012 (vol. 7522, pp. 270283). Berlin; Heidelberg: Springer. doi:10.1007/978-3-642-33542-6_23Google Scholar
Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and Technology Project. Computers in Human Behavior, 28(2), 370376. doi:10.1016/j.chb.2011.10.006CrossRefGoogle Scholar
John, L. E. (2015). Casting magic missile: The effect of role-playing video games on creative thinking [M.A.T., The George Washington University]. https://search.proquest.com/pqdtglobal/docview/1658197966/abstract/5FB16F0873F3439EPQ/11Google Scholar
Karsenti, T., & Bugmann, J. (2017). Exploring the educational potential of Minecraft: The case of 118 elementary-school students. International Association for Development of the Information Society, 175–179.Google Scholar
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four-c model of creativity. Review of General Psychology, 13(1), 112. doi:10.1037/a0013688Google Scholar
Kaufman, J. C., & Beghetto, R. A. (2013). In praise of Clark Kent: Creative metacognition and the importance of teaching kids when (not) to be creative. Roeper Review, 35(3), 155165. doi:10.1080/02783193.2013.799413CrossRefGoogle Scholar
Kaufman, J. C., & Sternberg, R. J. (2007). Resource review: Creativity. Change, 39(4), 5558. JSTOR.CrossRefGoogle Scholar
Kim, M., & Shin, J. (2016). The pedagogical benefits of SimCity in urban geography education. Journal of Geography, 115(2), 3950. doi:10.1080/00221341.2015.1061585Google Scholar
Kim, Y. J., & Shute, V. J. (2015). Opportunities and challenges in assessing and supporting creativity in video games. In Green, G & Kaufman, J (Eds.), Video games and creativity (pp. 99117). San Diego, CA: Elsevier. doi:10.1016/B978-0-12-801462-2.00005-9Google Scholar
Kloonigames. (2014). Crayon Physics Deluxe. www.crayonphysics.com/Google Scholar
Kozbelt, A., & Durmysheva, Y. (2007). Understanding creativity judgments of invented alien creatures: The roles of invariants and other predictors. The Journal of Creative Behavior, 41(4), 223248. doi:10.1002/j.2162-6057.2007.tb01072.xCrossRefGoogle Scholar
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212218. doi:10.1207/s15430421tip4104_2CrossRefGoogle Scholar
Levy, K. (2014). 14 amazing creations people have built in the game Minecraft, which Microsoft just bought for $2.5 billion. Business Insider. www.businessinsider.com/amazing-things-people-made-in-minecraft-2014-9Google Scholar
Lin, X. T., & Wang, M. R. (1994). Creativity assessment packet. Hove: Psychological Publishing.Google Scholar
Moffat, D. C., Crombie, W., & Shabalina, O. (2017). Some video games can increase the player’s creativity. International Journal of Game-Based Learning (IJGBL), 7(2), 3546. doi:10.4018/IJGBL.2017040103Google Scholar
Moran, J. D., Milgram, R. M., Sawyers, J. K., & Fu, V. R. (1983). Original thinking in preschool children. Child Development, 54(4), 921926. JSTOR. doi:10.2307/1129896Google Scholar
Peckham, M. (2016). Minecraft is now the second best-selling game of all time. Time. https://time.com/4354135/minecraft-bestelling/Google Scholar
Portal 2. (2011). Official Portal 2 website. www.thinkwithportals.com/media_10.phpGoogle Scholar
Resnick, M., Myers, B., Nakakoji, K., Shneiderman, B., Pausch, R., Selker, T., & Eisenberg, M. (2005). Design principles for tools to support creative thinking. In Schneiderman, B., Fischer, G., Czerwinski, M., Myers, B., & Resnick, M. (Eds.), Creativity support tools: A workshop sponsored by the National Science Foundation (pp. 2535). Pittsburgh, PA: Institute for Software Research at Carnegie Mellon University.Google Scholar
Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305310. JSTOR.Google Scholar
Richards, R. (1990). Everyday creativity, eminent creativity, and health: “Afterview”; for CRJ issues on creativity and health. Creativity Research Journal, 3(4), 300326. doi:10.1080/10400419009534363Google Scholar
Sáez-López, J., Miller, J., Vázquez-Cano, E., & Domínguez-Garrido, M. (2015). Exploring application, attitudes and integration of video games: MinecraftEdu in middle school. Journal of Educational Technology & Society, 18(3), 114128.Google Scholar
Shneiderman, B. (2007). Creativity support tools: Accelerating discovery and innovation. Communications of the ACM, 50(12), 2032. doi:10.1145/1323688.1323689Google Scholar
Shneiderman, B. (2009). Creativity support tools: A grand challenge for HCI researchers. In Redondo, M., Bravo, C., & Ortega, M. (Eds.), Engineering the user interface (pp. 19). London: Springer. doi:10.1007/978-1-84800-136-7_1Google Scholar
Shute, V. J., Almond, R., & Rahimi, S. (2019). Physics Playground (version 1.3) [Computer software]. https://pluto.coe.fsu.edu/ppteam/pp-links/Google Scholar
Shute, V. J., & Rahimi, S. (2021). Stealth assessment of creativity in a physics video game. Computers in Human Behavior, 116, 113.CrossRefGoogle Scholar
Shute, V. J., & Wang, L. (2016). Assessing and supporting hard-to-measure constructs in video games. In Rupp, A. A. & Leighton, J. P. (Eds.), The handbook of cognition and assessment (pp. 535562). Hoboken, NJ: John Wiley & Sons. doi:10.1002/9781118956588.ch22Google Scholar
Shute, V. J. (2011). Stealth assessment in computer-based games to support learning. In Tobias, S. & Fletcher, J. D. (Eds.), Computer games and instruction (pp. 503524). Charlotte, NC: Information Age Publishing.Google Scholar
Shute, V. J., & Ke, F. (2012). Games, learning, and assessment. In Ifenthaler, D., Eseryel, D., & Ge, X. (Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 4358). New York: Springer. doi:10.1007/978-1-4614-3546-4_4Google Scholar
Simonton, D. K. (1991). Emergence and realization of genius: The lives and works of 120 classical composers. Journal of Personality and Social Psychology, 61(5), 829840. doi:10.1037/0022-3514.61.5.829CrossRefGoogle Scholar
Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489528. doi:10.1111/j.1744-6570.2011.01190.xCrossRefGoogle Scholar
Squire, K. (2007). Open-ended video games: A model for developing learning for the interactive age. In Salen, K. (Ed.), The ecology of games: Connecting youth, games, and learning. Cambridge, MA: MIT Press.Google Scholar
Sternberg, R. J. (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills. Intelligence, 34(4), 321350. doi:10.1016/j.intell.2006.01.002CrossRefGoogle Scholar
Sternberg, R. J., & Lubart, T. I. (1996). Investing in creativity. American Psychologist, 51(7), 677. doi:10.1037/0003-066X.51.7.677CrossRefGoogle Scholar
Torrance, E. P. (1972). Predictive validity of the Torrance Tests of Creative Thinking. The Journal of Creative Behavior, 6(4), 236262. doi:10.1002/j.2162-6057.1972.tb00936.xGoogle Scholar
Torrance, E. P. (1993). Understanding creativity: Where to start? Psychological Inquiry, 4(3), 232234. doi:10.1207/s15327965pli0403_17Google Scholar
Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children. New York: Holt, Rinehart & Winston.Google Scholar
Williams, F. E. (1986). The cognitive-affective interaction model for enriching gifted programs. In Renzulli, J. S. (Ed.), Systems and models for developing programs for the gifted and talented (pp. 461484). Mansfield, CT: Creative Learning Center.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×