Abstract
The educational process increasingly shifts towards the use of digital technologies every year. The change refers to all forms of education, namely primary, secondary, and higher. Hence, the possibility of interaction between higher and primary schools in the new conditions is of interest nowadays. The research paper aimed to assess the effect of teaching on creative thinking in future teachers and primary schoolchildren. To this end, 28 students have been invited to teach the introduction to programming course within their internship to develop primary schoolchildren’s creative thinking. The children were divided into two groups. The control group studied in the classroom, while the experimental one learned remotely via videoconferencing. Participants in both groups showed good, high, and very high levels of mastery of the course, which confirmed both approaches’ suitability for effective learning. In evaluating the effectiveness of game-based programming instruction in person and remotely with trainees, it was found that the control (offline learning) group had a slight advantage in the final mean score. Meanwhile, the highest score was observed in the experimental group (α = 0.05 and the calculated value χ2 = 8.04). At the same time, the given hypothesis of the trainees’ improved creative thinking as a result of teaching the course was confirmed - the average score before the test was 65.3 vs. 89 after the test (the calculated value of Student’s t-test is 4.89 with a critical value of 2.26). The present findings are equally useful for university teachers/student teachers and school teachers/administration. They can serve as a thematic basis for further research on the interaction between different levels of education and the introduction of digital technologies in the educational process.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Data Availability
Data will be available on request.
References
Asakawa, T., & Gilbert, N. (2003). Synthesizing experiences: Lessons to be learned from Internet-mediated simulation games. Simulation & Gaming, 34(1), 10–22. https://doi.org/10.1177%2F1046878102250455
Atwood-Blaine, D., Rule, A. C., & Walker, J. (2019). Creative self-efficacy of children aged 9–14 in a science center using a situated Mobile game. Thinking Skills and Creativity, 33, 100580. https://doi.org/10.1016/j.tsc.2019.100580
Aydin, G. (2020). Prerequisites for elementary school teachers before practicing STEM education with students: A case study. Eurasian Journal of Educational Research, 20(88), 1–40
Bado, N. (2022). Game-based learning pedagogy: A review of the literature. Interactive Learning Environments, 30(5), 936–948. https://doi.org/10.1080/10494820.2019.1683587
Bawa, P., Watson, S. L., & Watson, W. (2018). Motivation is a game: Massively multiplayer online games as agents of motivation in higher education. Computers & Education, 123, 174–194. https://doi.org/10.1016/j.compedu.2018.05.004
Beyers, R. N., & van der Merwe, L. (2017). Initiating a pipeline for the computer industry: Using scratch and LEGO robotics. In 2017 Conference on Information Communication Technology and Society (ICTAS) (pp. 1–7). IEEE. https://doi.org/10.1109/ICTAS.2017.7920646
Bilgin, C. U., Baek, Y., & Park, H. (2015). How debriefing strategies can improve student motivation and self-efficacy in game-based learning. Journal of Educational Computing Research, 53(2), 155–182. https://doi.org/10.1177%2F0735633115598496
Blackley, S., Sheffield, R., & Koul, R. (2018). Using a Makerspace approach to engage Indonesian primary students with STEM. Issues in Educational Research, 28(1), 18–42
Bybee, R. W. (2013). The case for STEM education challenges and opportunities. Washington, DC: National STEM Teachers Asociation
Chen, C. H., & Hwang, G. J. (2017). Effects of the team competition-based ubiquitous gaming approach on students’ interactive patterns, collective efficacy and awareness of collaboration and communication. Journal of Educational Technology & Society, 20(1), 87–98
Conradty, C., & Bogner, F. X. (2020). STEAM teaching professional development works: effects on students’ creativity and motivation. Smart Learning Environments, 7(1), 26. https://doi.org/10.1186/s40561-020-00132-9
Demirkiran, M. C., & Hocanin, F. T. (2021). An investigation on primary school students’ dispositions towards programming with game-based learning. Education and Information Technologies, 26, 3871–3892. https://doi.org/10.1007/s10639-021-10430-5
Deppeler, J. (2006). Improving inclusive practices in Australian schools: Creating conditions for university-school collaboration in inquiry. European Journal of Psychology of Education, 21(3), 347–360. https://doi.org/10.1007/BF03173421
Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction. The University of Texas at Brownsville
Dong, Y., Wang, J., Yang, Y., & Kurup, P. M. (2020). Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education, 7(1), 47. https://doi.org/10.1186/s40594-020-00245-0
Herold, F., & Waring, M. (2018). An investigation of pre-service teachers’ learning in physical education teacher education: Schools and university in partnership. Sport Education and Society, 23(1), 95–107. https://doi.org/10.1080/13573322.2015.1127802
Higgins, A., Heinz, M., McCauley, V., & Fleming, M. (2013). Creating the future of teacher education together: The role of emotionality in university-school partnership. Procedia-Social and Behavioral Sciences, 93, 1110–1115. https://doi.org/10.1016/j.sbspro.2013.09.340
Hwang, G. J., Hsu, T. C., Lai, C. L., & Hsueh, C. J. (2017). Interaction of problem-based gaming and learning anxiety in language students’ English listening performance and progressive behavioral patterns. Computers & Education, 106, 26–42. https://doi.org/10.1016/j.compedu.2016.11.010
Jackson, A., & Burch, J. (2019). New directions for teacher education: Investigating school/university partnership in an increasingly school-based context. Professional Development in Education, 45(1), 138–150. https://doi.org/10.1080/19415257.2018.1449002
Kim, L. E., & Klassen, R. M. (2018). Teachers’ cognitive processing of complex school-based scenarios: Differences across experience levels. Teaching and Teacher Education, 73, 215–226. https://doi.org/10.1016/j.tate.2018.04.006
Kintsakis, D., & Rangoussi, M. (2017). An early introduction to STEM education: teaching computer programming principles to 5 th graders through an e-learning platform: a game-based approach. In 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 17–23). IEEE. https://doi.org/10.1109/EDUCON.2017.7942816
Lavi, R., Tal, M., & Dori, Y. J. (2021). Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning. Studies in Educational Evaluation, 70, 101002. https://doi.org/10.1016/j.stueduc.2021.101002
Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1–12. https://doi.org/10.1016/j.compedu.2019.02.021
Ledger, S., & Vidovich, L. (2018). Australian teacher education policy in action: The case of pre-service internships. Australian Journal of Teacher Education, 43(7), 11–29
Li, Y., Wang, K., Xiao, Y., Froyd, J. E., & Nite, S. B. (2020). Research and trends in STEM education: a systematic analysis of publicly funded projects. International Journal of STEM Education, 7, 17. https://doi.org/10.1186/s40594-020-00213-8
Liao, C. W., Chen, C. H., & Shih, S. J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 133, 43–55. https://doi.org/10.1016/j.compedu.2019.01.013
Liu, T. (2021). Investigation and analysis of the status quo of normal university students’ teaching internship–Taking Taishan University as an example. International Education Studies, 14(1), 40–45. https://doi.org/10.5539/ies.v14n1p40
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1), 2. https://doi.org/10.1186/s40594-018-0151-2
Martín-Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822. https://doi.org/10.1002/sce.21522
Miller, A. L., & Dumford, A. D. (2016). Creative cognitive processes in higher education. The Journal of Creative Behavior, 50(4), 282–293. https://doi.org/10.1002/jocb.77
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326. https://doi.org/10.1007/s10648-007-9047-2
Panskyi, T., Rowinska, Z., & Biedron, S. (2019). Out-of-school assistance in the teaching of visual creative programming in the game-based environment–Case study: Poland. Thinking Skills and Creativity, 34, 100593. https://doi.org/10.1016/j.tsc.2019.100593
Saikkonen, L., & Kaarakainen, M. T. (2021). Multivariate analysis of teachers’ digital information skills-The importance of available resources. Computers & Education, 168, 104206. https://doi.org/10.1016/j.compedu.2021.104206
Sanders, M. (2009). STEM, STEM education, STEMAnia. The Technology Teacher, 68(4), 20–27
Sewell, A., Cody, T. L., Weir, K., & Hansen, S. (2018). Innovations at the boundary: An exploratory case study of a New Zealand school-university partnership in initial teacher education. Asia-Pacific Journal of Teacher Education, 46(4), 321–339. https://doi.org/10.1080/1359866X.2017.1402294
Shaughnessy, J. M. (2013). Mathematics in a STEM context. Mathematics Teaching in the Middle School, 18(6), 324. https://doi.org/10.5951/mathteacmiddscho.18.6.0324
Sin, K. K. T. (2021). School-university partnerships in teacher education: Tension between partners and how they handle it. GiLE Journal of Skills Development, 1(1), 87–98. https://doi.org/10.52398/gjsd.2021.v1.i1.pp87-98
Sung, H. Y., Hwang, G. J., Lin, C. J., & Hong, T. W. (2017). Experiencing the Analects of Confucius: An experiential game-based learning approach to promoting students’ motivation and conception of learning. Computers & Education, 110, 143–153. https://doi.org/10.1016/j.compedu.2017.03.014
Tan, O. S., Low, E. L., Tay, E. G., & Yan, Y. K. (2021). Singapore Math and Science Education Innovation. Springer Singapore. https://doi.org/10.1007/978-981-16-1357-9
Tang, J. T. (2020). Comparative study of game-based learning on preschoolers’ English vocabulary acquisition in Taiwan. Interactive Learning Environments, in press. https://doi.org/10.1080/10494820.2020.1865406
Wang, X., & Wong, J. L. (2021). Teacher leaders’ brokerage practice in China: Impact on teacher learning in a school–university partnership. Educational Management Administration & Leadership, in press. https://doi.org/10.1177%2F17411432211009902
Yadav, A. K., & Oyelere, S. S. (2021). Contextualized mobile game-based learning application for computing education. Education and Information Technologies, 26(3), 2539–2562. https://doi.org/10.1007/s10639-020-10373-3
Yang, K. H., & Chen, H. H. (2021). What increases learning retention: employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, in press. https://doi.org/10.1080/10494820.2021.1944219
Funding
This essay is the result of the research project “Exploration and Practice of the Construction of Innovative Experimental Zone for Teacher Training in Rural Primary Schools in the Mountainous Areas of Southwest Zhejiang Province” of the Zhejiang Province Teacher Education Innovation Experimental Zone Construction Project and “Research on Pre-service Training of Excellent Teachers in Rural Primary Schools in Mountainous Areas” (21SF23) of the school-level educational reform project of Lishui University.
Author information
Authors and Affiliations
Contributions
Xufeng Chen is a sole author of the manuscript and is responsible for to the experimentation, studied scientific literature about the topic, wrote and edited the article, and approved the final manuscript.
Corresponding author
Ethics declarations
Ethics approval
The research was conducted ethically in accordance with the World Medical Association Declaration of Helsinki. The research was approved by the local ethics committee of Lishui University.
Conflict of interest
The research has no conflict of interests.
Consent to participate
Informed consent was signed by participants.
Consent for publication
Not applicable.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Chen, X. University-school interaction in implementing game-based learning for creative thinking development. Educ Inf Technol 28, 1833–1848 (2023). https://doi.org/10.1007/s10639-022-11208-z
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-022-11208-z