Video Game Creativity Learning Effects Jorge Alberto Blanco-Herrera Iowa State University

Total Page:16

File Type:pdf, Size:1020Kb

Video Game Creativity Learning Effects Jorge Alberto Blanco-Herrera Iowa State University Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2017 Mining Creativity: Video Game Creativity Learning Effects Jorge Alberto Blanco-Herrera Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Instructional Media Design Commons, and the Psychology Commons Recommended Citation Blanco-Herrera, Jorge Alberto, "Mining Creativity: Video Game Creativity Learning Effects" (2017). Graduate Theses and Dissertations. 15263. https://lib.dr.iastate.edu/etd/15263 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Mining creativity: Video game creativity learning effects by Jorge A. Blanco-Herrera A thesis submitted to the graduate faculty in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Major: Psychology Program of Study Committee: Douglas A. Gentile Major Professor Stephanie Madon Gary Phye The student author and the program of study committee are solely responsible for the content of this thesis. The Graduate College will ensure this thesis is globally accessible and will not permit alterations after the degree is conferred. Iowa State University Ames, Iowa 2017 Copyright © Jorge A. Blanco-Herrera, 2017. All rights reserved. ii TABLE OF CONTENTS ABSTRACT ................................................................................................................................... iv CHAPTER 1: INTRODUCTION ....................................................................................................1 The Growth of Video Games in Society and Research ......................................................1 Minecraft ..............................................................................................................................3 Theories and Measures of Creativity ...................................................................................4 Trait Creativity ........................................................................................................5 Creative Process .......................................................................................................5 Divergent Thinking ......................................................................................5 Convergent Thinking ...................................................................................6 Creative Production ................................................................................................7 Video Game Effects as Learning Experiences.....................................................................7 CHAPTER 2: METHODS .............................................................................................................13 Power Analysis ..................................................................................................................13 Participants .........................................................................................................................13 Procedure ...........................................................................................................................13 Conditions ..........................................................................................................................13 Undirected Minecraft .............................................................................................13 Directed Minecraft .................................................................................................14 NASCAR ...............................................................................................................14 T.V. .......................................................................................................................14 Measures ............................................................................................................................15 Covariates ..............................................................................................................15 Trait Creativity (Independent Variable).................................................................15 Divergent Thinking ................................................................................................16 Convergent Thinking .............................................................................................17 Creative Production ...............................................................................................18 Previous Video Game Experience .........................................................................18 Procedure ...........................................................................................................................19 Hypotheses .........................................................................................................................19 Cross-sectional Hypotheses ...................................................................................19 Experimental Hypotheses ......................................................................................20 Exploratory Analysis .............................................................................................21 CHAPTER 3: RESULTS ...............................................................................................................22 Covariates and Manipulation Checks ................................................................................22 Boredom .................................................................................................................25 Engagement............................................................................................................25 Frustration ..............................................................................................................25 Manipulation Check 1: Creative Feeling ...............................................................26 Manipulation Check 2: Creative Effort..................................................................26 Correlations ........................................................................................................................26 iii Alternative Uses Task ....................................................................................................................28 Fluency ...................................................................................................................29 Flexibility ...............................................................................................................30 Originality ..............................................................................................................32 Remote Association Task ..................................................................................................33 Alien Drawing Task ...........................................................................................................34 CHAPTER 4: DISCUSSION AND CONCLUSION ....................................................................37 Discussion ..........................................................................................................................37 Limitations .........................................................................................................................41 Future Work .......................................................................................................................42 Conclusion .........................................................................................................................44 REFERENCES ..............................................................................................................................45 APPENDIX A. IRB APPROVAL .................................................................................................55 APPENDIX B, MATERIALS .......................................................................................................56 iv ABSTRACT Most psychological studies concerning the learning effects of video games have focused on action video games. These popular games emphasize quick-paced combat, narratives, player agency, and problem solving. Although many studies have focused on aggression or visual- spatial cognition effects from the quick-paced combat, the problem-solving aspects have been largely ignored. The present study seeks to expand the existing literature on video game effects by focusing on a rarely-tested outcome: creative production. As a game with few rules and a high amount of player freedom, Minecraft exemplifies a game that fosters players’ abilities for creative expression. This experimental study compares the effect of playing Minecraft on creativity measures compared to watching a TV show (passive control), a driving game (game control), and playing Minecraft with specific instructions (an instructional control). A within-subjects analysis (n=350) found a significant correlation between trait creativity and game play habits. Between-groups analyses showed that players randomly assigned to play Minecraft without instruction demonstrated significantly higher scores on post-game creativity measures compared to those who played Minecraft with instructions to “be creative,”, those who
Recommended publications
  • Nordic Game Is a Great Way to Do This
    2 Igloos inc. / Carcajou Games / Triple Boris 2 Igloos is the result of a joint venture between Carcajou Games and Triple Boris. We decided to use the complementary strengths of both studios to create the best team needed to create this project. Once a Tale reimagines the classic tale Hansel & Gretel, with a twist. As you explore the magical forest you will discover that it is inhabited by many characters from other tales as well. Using real handmade puppets and real miniature terrains which are then 3D scanned to create a palpable, fantastic world, we are making an experience that blurs the line between video game and stop motion animated film. With a great story and stunning visuals, we want to create something truly special. Having just finished our prototype this spring, we have already been finalists for the Ubisoft Indie Serie and the Eidos Innovation Program. We want to validate our concept with the European market and Nordic Game is a great way to do this. We are looking for Publishers that yearn for great stories and games that have a deeper meaning. 2Dogs Games Ltd. Destiny’s Sword is a broad-appeal Living-Narrative Graphic Adventure where every choice matters. Players lead a squad of intergalactic peacekeepers, navigating the fallout of war and life under extreme circumstances, while exploring a breath-taking and immersive world of living, breathing, hand-painted artwork. Destiny’s Sword is filled with endless choices and unlimited possibilities—we’re taking interactive storytelling to new heights with our proprietary Insight Engine AI technology. This intricate psychology simulation provides every character with a diverse personality, backstory and desires, allowing them to respond and develop in an incredibly human fashion—generating remarkable player engagement and emotional investment, while ensuring that every playthrough is unique.
    [Show full text]
  • Role Playing Games Role Playing Computer Games Are a Version Of
    Role Playing Games Role Playing computer games are a version of early non-computer games that used the same mechanics as many computer role playing games. The history of Role Playing Games (RPG) comes out of table-top games such as Dungeons and Dragons. These games used basic Role Playing Mechanics to create playable games for multiple players. When computers and computer games became doable one of the first games (along with Adventure games) to be implemented were Role Playing games. The core features of Role Playing games include the following features: • The game character has a set of features/skills/traits that can be changed through Experience Points (xp). • XP values are typically increased by playing the game. As the player does things in the game (killing monsters, completing quests, etc) the player earns XP. • Player progression is defined by Levels in which the player acquires or refines skills/traits. • Game structure is typically open-world or has open-world features. • Narrative and progress is normally done by completing Quests. • Game Narrative is typically presented in a non-linear quests or exploration. Narrative can also be presented as environmental narrative (found tapes, etc), or through other non-linear methods. • In some cases, the initial game character can be defined by the player and the initial mix of skills/traits/classes chosen by the player. • Many RPGs require a number of hours to complete. • Progression in the game is typically done through player quests, which can be done in different order. • In Action RPGs combat is real-time and in turn-based RPGs the combat is turn-based.
    [Show full text]
  • Historical Game of Majapahit Kingdom Based on Tactical Role-Playing Game
    Historical Game of Majapahit Kingdom based on Tactical Role-playing Game Mohammad Fadly Syahputra, Muhammad Kurniawan Widhianto and Romi Fadillah Rahmat Department Information Technology, Faculty of Computer Science and Information Technology, University of Sumatera Utara, Medan, Indonesia Keywords: Cut-out Animation, History, Majapahit, Role-playing Game, Tactical Role-playing Game, Turn based Strategy, Video Game. Abstract: Majapahit was a kingdom centered in East Java, which once stood around year 1293 to 1500 C. Majapahit kingdom was the last Hindu-Buddhist kingdom that controlled Nusantara and is regarded as one of the greatest kingdom in Indonesia. The lack of modern entertainment content about the history of Majapahit kingdom made historical subject become less attractive. Therefore, we need a modern entertainment as one option to learn about the fascinating history of the kingdom of Majapahit. In this study the authors designed a video game about history of Majapahit kingdom with the genre of tactical role-playing game. Tactical role-playing game is a sub genre of role playing game by using system of turn-based strategy in every battle. In tactical role-playing game, players will take turns with the opponent and can only take action in their turn and each character will have an attribute and level as in role-playing game video game. This study used the A* algorithm to determine the movement direction of the unit and cut-out techniques in the making of animation. This study demonstrated that video games can be used as a media to learn about history. 1 INTRODUCTION only used as an entertainment, but also can be used as a story telling, and sometimes game also can be mixed Majapahit was a kingdom centered in East Java, with educational elements to train someone.
    [Show full text]
  • Ski Nautique 200 - Closed Bow Ski Nautique 200 - Open Bow
    2018 OWNERS MANUAL SKI NAUTIQUE 200 - CLOSED BOW SKI NAUTIQUE 200 - OPEN BOW Ski_Sport_200_front matter_2018.qxp_Nautique Ski front matter.qxd 7/13/17 2:52 PM Page i Dear Nautique Owner, Welcome to the Nautique Family! For over 90 years, Nautique has been dedicated to providing our customers and their families with the finest inboard boats available. It’s our passion to create the best performing boats in the industry. Boats that allow you to escape the routine of everyday life. Our customers don’t just own a Nautique, they live the Nautique life. Your boat has been built with the best material and workmanship available, a legacy handed down from our founder. Our wealth of experience gives us the edge in innovation, quality and performance. We have the most dedicated and loyal employees in the industry. Hands down. Every day, our employees do more than just punch a clock; they take personal pride in every boat that comes down the line. Review this Owner’s Manual for your boat. We have assembled this manual to inform you about your Nautique and educate you further on boating. Please pay particular attention to the safety statements labeled as DANGER, WARNING, CAUTION and NOTICE. These statements alert you to possible safety hazards to avoid so you can have a safer boating experience. There are also many tips and tricks on care and maintenance sprinkled throughout the manual. Boating is very important to us and we would like you to enjoy many years of boating in your Nautique. By purchasing a Nautique, you have taken the first step in trading your old lifestyle for a new one.
    [Show full text]
  • Identifying Players and Predicting Actions from RTS Game Replays
    Identifying Players and Predicting Actions from RTS Game Replays Christopher Ballinger, Siming Liu and Sushil J. Louis Abstract— This paper investigates the problem of identifying StarCraft II, seen in Figure 1, is one of the most popular a Real-Time Strategy game player and predicting what a player multi-player RTS games with professional player leagues and will do next based on previous actions in the game. Being able world wide tournaments [2]. In South Korea, there are thirty to recognize a player’s playing style and their strategies helps us learn the strengths and weaknesses of a specific player, devise two professional StarCraft II teams with top players making counter-strategies that beat the player, and eventually helps us six-figure salaries and the average professional gamer making to build better game AI. We use machine learning algorithms more than the average Korean [3]. StarCraft II’s popularity in the WEKA toolkit to learn how to identify a StarCraft II makes obtaining larges amounts of different combat scenarios player and predict the next move of the player from features for our research easier, as the players themselves create large extracted from game replays. However, StarCraft II does not have an interface that lets us get all game state information like databases of professional and amateur replays and make the BWAPI provides for StarCraft: Broodwar, so the features them freely available on the Internet [4]. However, unlike we can use are limited. Our results reveal that using a J48 StarCraft: Broodwar, which has the StarCraft: Brood War decision tree correctly identifies a specific player out of forty- API (BWAPI) to provide detailed game state information one players 75% of the time.
    [Show full text]
  • On the Evolution of Narrative Mechanics in Open-World Games
    On the Evolution of Narrative Mechanics in Open-World Games Ulrich Götz SAME MESSAGE, DIFFERENT BOTTLE Experiencing and propagating narratives is an essential component of cultural history. Although this process has changed over the course of centuries, its basic principles persist. Regardless of eras or means of transmission, it is a primordial human instinct to want to communicate real or imagined experiences, and expe- rience them oneself. How deeply rooted this can be is reflected in a wide variety of social endeavors, demands and circumstances, which underscore the central importance of storytelling to our social fabric. The value of narrative and per- formative acts manifests itself in the layout of human settlements, which are ori- ented towards meaningful landmarks. New narrative styles intertwine them- selves closely with the most advanced technologies, which they either advance as a driving force, or rapidly incorporate. The communication of narrative content may have altered its external ap- pearance, but its essence has been preserved. Printing made it possible to repli- cate texts, replacing the oral transmission of poems, songs or performances. Contemporary technological innovations further expanded narrative possibili- ties: today, these range from audiovisual compositions and three-dimensional projections to hybrid performances that fuse real and virtual space. This change of narrative modes distills existing methods down to their core and creates new genres, until they, too, are subject to this process of reduction. At the heart of these continuing cyclical mechanisms lies the moment of narrative transfer. What was once conveyed through interpersonal contact is now amplified by highly diverse forms of media and performative practices.
    [Show full text]
  • Video Games As Free Speech
    The University of Maine DigitalCommons@UMaine Honors College 5-2014 Video Games as Free Speech Benjamin Cirrinone University of Maine - Main Follow this and additional works at: https://digitalcommons.library.umaine.edu/honors Part of the Political Theory Commons Recommended Citation Cirrinone, Benjamin, "Video Games as Free Speech" (2014). Honors College. 162. https://digitalcommons.library.umaine.edu/honors/162 This Honors Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Honors College by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. VIDEO GAMES AS FREE SPEECH by Benjamin S. Cirrinone A Thesis Submitted in Partial Fulfillment of the Requirements for a Degree with Honors (Political Science) The Honors College University of Maine May 2014 Advisory Committee: James E.Gallagher, Associate Professor of Sociology Emeritus & Honors Faculty Mark D. Brewer, Associate Professor of Political Science Richard J. Powell, Associate Professor, Department of Political Science/Leadership Studies Sol Goldman, Adjunct Assistant Professor of Political Science Mark Haggerty, Rezendes Professor for Civic Engagement, Honors College Copyright © 2014 Benjamin Cirrinone All rights reserved. This work shall not be reproduced in any form, except for the inclusion of brief quotations in review, without permission in written form from the author. Abstract The prevalence of video game violence remains a concern for members of the mass media as well as political actors, especially in light of recent shootings. However, many individuals who criticize the industry for influencing real-world violence have not played games extensively nor are they aware of the gaming community as a whole.
    [Show full text]
  • How to Get Minecraft on Chromebook for Free
    How To Get Minecraft On Chromebook For Free How To Get Minecraft On Chromebook For Free CLICK HERE TO ACCESS MINECRAFT GENERATOR Best Mods For The Survival Mode When you look at why people might want to use mods over more new content, it's because they like adding new things and making their experience better. These mods improve upon what already exists in Minecraft which is why everyone likes them so much. More Info Download: MINECRAFT MODS", As you can see, the different kinds of mods differ in many ways. Knowing them is important because you will be able to identify each of them when you are browsing for a mod.", Minecraft Bedrock Edition offers a much more convenient way to play Minecraft and it's compatible with iOS, Android and Windows 10 devices. You don't need any special hardware or software in order to use your server. All you need is a mobile device to connect to it and you're ready to go. The process of starting your server is very simple and anyone can do it, so you'll be playing in no time! You can also make purchases with in- game currency for extra characters, skins and other stuff from the Minecraft Marketplace, so if you decide to buy something from there you won't have any problems or issues at all.", "Rust" takes place in a post-apocalyptic world where climate change has reportedly caused most animals (including humans) to become extinct. A player begins their journey by choosing to build themselves a shelter or start mining and gather resources as soon as possible for crafting valuable items which can be sold for money.
    [Show full text]
  • Single Player Orientation
    Single Player Orientation Minecraft for mobile Singleplayer orientation This document is for teachers. New words and phrases Singleplayer mode is a way of playing Minecraft on one device. Pupils can only see themselves in the Minecraft world. Multiplayer mode can have up to five pupils working together over the local network. This makes collaboration an option. See the CCEA Multiplayer resource for more information. Game modes: Creative In creative mode, the only task you have is to build things. You will have access to all the resources in your inventory. Survival When you are in survival mode you must find food to survive and/or farm resources to craft and build items. If you die, you respawn and carry on. Adventure Adventure mode is a game mode intended for player-created maps, limiting some of the gameplay in Minecraft. In this mode, you cannot directly destroy any blocks with any tools or place any blocks, in order to avoid spoiling adventure maps. Approximate times are given for each step throughout the resource. 1 Single Player Orientation Learning outcomes When pupils have completed Activity: Singleplayer creative mode they will have: Created an avatar; Created a new world in singleplayer mode, named the world and set the game mode to creative; Explored the world in creative mode, using the inventory and hotbar; Created a small shelter in creative mode; Documented their build by taking a snapshot; and Helped fellow pupils through the steps, where appropriate. When pupils have completed Activity: Singleplayer survival mode they will have: Set the game mode to survival; Explored the world in survival mode; Completed a selection of Recipes in survival mode; Documented their crafting activities by taking a series of snapshots; and Helped fellow pupils through the steps, where appropriate.
    [Show full text]
  • The Minecraft Session Table of Contents
    Welcome to the Minecraft session Table of Contents Introduction………………………………………………………………………………….Slides 3-8 Creative Mode……………………………………………………………………………… Slide 9 Survival Mode………………………………………………………………………………. Slide 10-16 Tools…………………………………………………………………………………………………… Slide 12 Difficulties…………………………………………………………………………………………. Slide 13 Monsters……………………………………………………………………………………………..Slides 14 & 15 Weapons & Armor………………………………………………………………………………. Slide 16 Hardcore Mode……………………………………………………………………………. Slide 17 Crafting……………………………………………………………………………………….. Slides 18 & 19 Controls……………………………………………………………………………………….. Slide 20 Today’s Session……………………………………………………………………………. Slide 21 What is Minecraft? Minecraft is an open world sandbox game that focuses on building, exploration, and survival. It is an independently developed (indie) game created by Markus Persson and his company Mojang. Although there is an “ending” to the game, the user sets out his/her own objectives, as each action in the game provides rewards. Background Originally known as Cave Game, the first development phase of Minecraft began on May 10th, 2009. After a short development cycle of only 6 days, the first version of the game was publicly released on the 17th of May, 2009. This phase of the game would later become known as Classic, and it can still be played to this day. Over the next couple of years, Minecraft would go through many updates and changes, before being officially released on November 18th, 2011. The Rise of Minecraft Being an indie game, Minecraft lacked a fan base upon initial release. At the time, YouTube personalities began to upload “Let’s Plays,” videos in which people would play a video game and provide live commentary of their interactions. SeaNanners and YogsCast, two successful YouTube channels (at the time roughly 200,000-400,000 subscribers each) presented their adventures in this unknown game to a large audience which multiplied as the videos were spread on social media.
    [Show full text]
  • A Proof-Of-Concept Study with Sid Meier's Civilization
    Review of Managerial Science https://doi.org/10.1007/s11846-020-00378-0 ORIGINAL PAPER Good gamers, good managers? A proof‑of‑concept study with Sid Meier’s Civilization Alexander Simons1 · Isabell Wohlgenannt1 · Markus Weinmann2 · Stefan Fleischer3 Received: 14 August 2018 / Accepted: 9 January 2020 © The Author(s) 2020 Abstract Human resource professionals increasingly enhance their assessment tools with game elements—a process typically referred to as “gamifcation”—to make them more interesting and engaging for candidates, and they design and use “serious games” that can support skill assessment and development. However, commercial, of-the-shelf video games are not or are only rarely used to screen or test candi- dates, even though there is increasing evidence that they are indicative of various skills that are professionally valuable. Using the strategy game Civilization, this proof-of-concept study explores if strategy video games are indicative of managerial skills and, if so, of what managerial skills. Under controlled laboratory conditions, we asked forty business students to play the Civilization game and to participate in a series of assessment exercises. We fnd that students who had high scores in the game had better skills related to problem-solving and organizing and planning than the students who had low scores. In addition, a preliminary analysis of in-game data, including players’ interactions and chat messages, suggests that strategy games such as Civilization may be used for more precise and holistic “stealth assessments,” including personality assessments. Keywords Assessment · Gamifcation · Recruitment · Human resources · Serious games · Video games JEL Classifcation J24 · M51 * Alexander Simons [email protected] Extended author information available on the last page of the article Vol.:(0123456789)1 3 A.
    [Show full text]
  • The Development of Autonomous Student Learning Networks
    sustainability Article The Development of Autonomous Student Learning Networks: Patterns of Interactions in an Open World Learning Environment for Teachers Exploring Teaching with and through Computer Science Gerald Ardito 1,* and Betül Czerkawski 2 1 School of Education, Manhattanville College, New York, NY 10577, USA 2 Department of Applied Technology, The University of Arizona, Tucson, AZ 85635, USA; [email protected] * Correspondence: [email protected] Abstract: This pilot case study sought to investigate patterns of interactions between learners and their instructor in a teacher education course called “Computer Science for Teachers”. This course was constructed to leverage aspects of open world game design elements in order to investigate the effects of degrees of autonomy in gameplay/learning. This course was conducted in a specially built social learning platform based on Elgg software. Student interactions with the instructor and other students in this course were analyzed to determine the learning networks students constructed during each key learning activity as well as the epistemic spaces defined by these interactions. Descriptive Citation: Ardito, G.; Czerkawski, B. statistics along with social network analysis (SNA) and epistemic network analysis (ENA) were The Development of Autonomous used to investigate these data. The findings indicate that more traditional/less open world gaming Student Learning Networks: Patterns type learning activities were associated with learning networks and epistemic spaces that were of Interactions in an Open World Learning Environment for Teachers teacher-centered and narrower, while more open world gaming/high levels of autonomy (student- Exploring Teaching with and through centric) learning activities were associated with learning networks that were highly decentralized and Computer Science.
    [Show full text]