Open-Ended Tasks Promote Creativity in Minecraft

Date

2022-01-01

Author

Fan, Yue
Lane, H. Chad
Delialioğlu, Ömer

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

168
views

0
downloads

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

Suggestions

OpenMETU
Core

Physically interactive educational game design for children: defining design principles İnal, Yavuz; Çağıltay, Kürşat; Department of Computer Education and Instructional Technology (2011) Physically Interactive Games (PIGs) have emerged as a new game genre and potential as an educational tool in classrooms. In PIGs, children are allowed to interact with game environment and solving problems by using their bodily movements and voices without using mouse or keyboard by being active physically and cognitively. Designing PIGs is critical and difficult process because it is vital that educational content and entertainment parts of a game should be balanced properly considering interaction between...
Supporting students’ scientific argumentation in technology-enhanced learning environments : distribution of scaffolds Üstünel, Hale Havva; Tokel, Saniye Tuğba; Department of Computer Education and Instructional Technology (2013) Over the twenty years, researchers and practitioners have developed technology tools and designed technology-enhanced learning environments to support and teach argumentation. Relevantly, Kim et al. (2007) presented a pedagogical framework to provide a valid technology-enhanced learning environment. The purpose of this design-based study was to investigate micro context dimension of this framework and to analyze the interactions between student-tool, teacher-student, and teacher-tool. In this respect, in or...
Time pressure as video game design element and basic need satisfaction Yıldırım, İrem Gökçe; Uysal, Ahmet; Hacıhabiboğlu, Hüseyin; Department of Modeling and Simulation (2015) Over the last few decades, with the help of technological advancements in computational power and improvements in interaction design, video games have been prominent instruments for entertainment. With increasing number of players, researchers mainly have focused on revealing underlying psychological reasons behind gaming. By applying Self-Determination Theory (SDT) in gaming context, it is concluded that satisfactions of three basic intrinsic needs, namely, autonomy, competence and relatedness, are the pre...
Using Generative Adversarial Nets on Atari Games for Feature Extraction in Deep Reinforcement Learning Aydın, Ayberk; Sürer, Elif (2020-04-01) Deep Reinforcement Learning (DRL) has been suc-cessfully applied in several research domains such as robotnavigation and automated video game playing. However, thesemethods require excessive computation and interaction with theenvironment, so enhancements on sample efficiency are required.The main reason for this requirement is that sparse and delayedrewards do not provide an effective supervision for representationlearning of deep neural networks. In this study, Proximal Policy...
Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers Karakuş Yılmaz, Türkan; Çağıltay, Kürşat (2016) Many virtual worlds have been adopted for implementation within educational settings because they are potentially useful for building effective learning environments. Since the flexibility of virtual worlds challenges to obtain effective and efficient educational outcomes, the design of such platforms need more attention. In the present study, the aim was to investigate design issues and the concerns of novice instructional designers who were developing a virtual learning environment with a gaming approach....

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.