| Summary: | 博士 === 國立臺南大學 === 數位學習科技學系碩博士班 === 104 === Creativity teaching in Taiwan’s higher education has not been concerned enough, especially in design education. This research infused creativity learning in game design courses through metacognitive dual approaches: game story rating as explicit learning; game play and game story design as implicit learning. For game story rating, this study developed a creativity assessment scale for digital game story design (CAS-DGSD); for game play, this study devised a type-specific creativity game. Tentatively, imagination, variation, and applications were three types selected in the design of three game sessions.
This research includes three stages: stage of development, stage of experiment & data collection, and stage of experimental analysis. In the stage of development, 32 college students and four expert raters were included. In the stage of experiment & data collection, participants were 49 college students and one course instructor in two game design courses. Both quantitative and qualitative data were collected. Major findings are summarized as follows: (1) the validity and reliability of the CAS-DGSD was tested acceptable, demonstrating its usability. (2) Different types of creativity develop better in the compatible game story constructs which suit for their individual traits; vice versa. This implies that, instead of holistic training, creativity teaching and learning should be type-specific training and nurture so as to achieve optimal target effectiveness. (3) The type-specific creativity game devised in this study fostered the participants to exercise imagination, variation, and application in three gaming episodes respectively. This finding suggests that based on the traits of specific types of creativity, game designers should develop type-specific creativity game to achieve specific learning effectiveness of creativity. The GMC model clearly maps out how the metacognitive and creative processes of the player mutually interplay throughout the game play activity. (4) The findings from creativity tests, game play, game design scores, interview, and the class-end reflection survey revealed that infusing creativity learning in both explicit and implicit ways can inspire motivation as well as providing a more comprehensive and enjoyable experience of creativity learning. Given positive findings, implications are drawn for future work. Future research direction can extend this study to application by tailoring an instructional guideline for curriculum design and practice.
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