Original Research ARTICLE
Mindful learning experience facilitates mastery experience through heightened flow and self-efficacy in game-based creativity learning
- 1College of Education; Research Center for Mind, Brain & Learning, National Chengchi University, Taiwan
- 2College of Education, National Chengchi University, Taiwan
To date, game-based learning programs that include comprehensive creativity skills and disposition training are still very limited. The present researchers developed a comprehensive game-based creativity learning program for fifth and sixth grade pupils. Further analysis presented relationship trends between mindful learning experience, flow experience, self-efficacy, and mastery experience. Eighty-three 5th and 6th grade participants undertook the six-week game-based creativity learning program. Upon the completion of experimental instruction, those who scored higher on the concerned variables improved more in self-evaluation of both creativity ability and confidence, than their counterparts. Additionally, path model analysis revealed that mindful learning experience was a powerful predictor of both mastery experience and flow experience; it also influenced mastery experience through flow experience and self-efficacy during game-based creativity learning. The findings support the effectiveness of the game-based learning program developed in this study. Moreover, this study contributes to the theoretical construction of how game-based learning can be designed to facilitate mindful learning experience, flow experience, self-efficacy, and mastery experience during creativity training among pupils. Effective mechanisms include providing rewards for high-quality performance, challenging tasks, free choices of design components, immediate feedback, and idea sharing. The profound theoretical framework proposed in this study provides a valuable approach for creativity instruction through game-based learning or classroom instruction.
Keywords: creativity, flow experience, Mastery experience, Mindful learning, self-efficacy
Received: 20 Mar 2019;
Accepted: 25 Jun 2019.
Edited by:Douglas F. Kauffman, Medical University of the Americas – Nevis, United States
Reviewed by:Norzarina Mohd-Zaharim, University of Science, Malaysia, Malaysia
Ruomeng Zhao, MacPractice, Inc., United States
Copyright: © 2019 Yeh, Chen, Rega and Lin. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Prof. Yu-chu Yeh, National Chengchi University, College of Education; Research Center for Mind, Brain & Learning, Taipei, Taiwan, firstname.lastname@example.org