Open-Ended Tasks Promote Creativity in Minecraft

Date

2022-01-01

Author

Fan, Yue
Lane, H. Chad
Delialioğlu, Ömer

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Due in part to its flexibility and open design, the video game Minecraft has emerged as a popular tool for teaching and learning. Inspired by prior research showing the influence of problem-solving mindsets in physical settings, this study is an effort to understand the extent to which an open-ended task influences subsequent problem-solving behaviors in a virtual environment. Specifically, we investigate creativity and its relationship with task design in Minecraft by comparing a well-defined task group, instructed to follow step-by-step directions, with a group pursuing an open-ended task requiring a higher degree of agency. Creativity is assessed using two conventional approaches: the Alternative Uses Test (AUT) and the Consensual Assessment Technique (CAT). Judges were trained to evaluate using both methods and achieved sufficient agreement on a subset of the data prior to completing the full data set. Our results suggest that (1) participants who engaged in the open-ended task receive significantly higher CAT scores than those in the well-defined task group, and (2) among variables such as the level of skill/experience, interest in Minecraft, and materials (blocks) used in Minecraft, only game interest level has a significant influence on the CAT score.

Subject Keywords

Creativity, Minecraft, Problem solving, Educational games, Computer-based learning environments, GAMES, MODEL, Computer-based learning environments, Creativity, Educational games, Minecraft, Problem solving

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85129757048&origin=inward
https://hdl.handle.net/11511/102297

Journal

Educational Technology and Society

Collections

Department of Computer Education and Instructional Technology, Article

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Citation Formats

Y. Fan, H. C. Lane, and Ö. Delialioğlu, “Open-Ended Tasks Promote Creativity in Minecraft,” Educational Technology and Society, vol. 25, no. 2, pp. 105–116, 2022, Accessed: 00, 2023. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85129757048&origin=inward.