游戏与创造力:一个理论框架
Maxence Mercier1, Samira Bourgeois-Bougrine2, Todd Lubart2
1KEDGE Arts School, KEDGE Business School, 75012 Paris, France.
Journal of Intelligence
|February 26, 2026
概括
游戏可以通过在体验式学习过程中结合个人特征和游戏特征来促进创造力. 这个基于游戏的创造力增强框架 (G-CEF) 解释了玩游戏如何增强学习和创造能力.
科学领域:
- 认知心理学 认知心理学
- 教育技术的教育技术
- 游戏研究 游戏研究
背景情况:
- 创造力是人类的一个重要属性.
- 游戏越来越多地被认为具有潜在的认知益处.
- 现有的理论缺乏一个全面的框架,将游戏与创造力联系起来.
研究的目的:
- 引入基于游戏的创造力增强框架 (G-CEF).
- 阐明游戏增强创造力的机制.
- 为理解游戏与创造力之间的关系提供理论基础.
主要方法:
- 基于体验式学习和基于游戏的学习理论的理论框架的开发.
- 采用一个输入-处理-输出范式.
- 关于游戏类型及其对创造力的影响的文献综述.
主要成果:
- 识别了六个个人属性 (玩,想象力,心灵漫游,正念,心理资本,动机).
- 确定了8种影响创造力的游戏能力和5种影响创造力的游戏机制.
- 描述了游戏中的四步体验式学习过程.
结论:
- G-CEF提供了一个结构化的理解,游戏如何增强创造力.
- 个人和游戏属性在学习环境中相互作用,产生创造性的结果.
- 游戏提供了一个可行的途径,在传统环境之外培养创造力.
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