Growth-mindset intervention effects and the relationship of mindset, hope belief, and self-efficacy during creativity game-based learning

ABSTRACT

To date, few online game-based learning studies have focused on developing children’s growth creativity mindset (growth CM). This study, therefore, aimed to develop a game-based learning system to help children develop their growth CM. Additionally, we investigated the relationship between growth CM, hope belief, and creativity self-efficacy after game-based learning. Participants consisted of 132 fourth and fifth graders. With a pretest-posttest control group design, the experimental group completed a four-week intervention, whereas the control group received regular computer classes. Four types of creativity mindsets were identified: growth-internal, growth-external, fixed-internal, and fixed-external. The findings suggest that it is easier to overcome fixed CM than to enhance growth CM through game-based learning. Moreover, growth CM contributes to the development of hope belief and creativity self-efficacy, whereas fixed CM undermines hope belief and creativity self-efficacy in a game-based environment. Finally, hope belief is a mediator between growth CM and creativity self-efficacy. The findings of this study have implications for the design of a game-based learning system used to enhance growth CM, hope belief, and creativity self-efficacy.

KEYWORDS:

• Game-based learning
• children
• growth mindset
• creativity self-efficacy
• hope belief

Notes to contributors

Yu-Shan Ting is a PhD student in Department of Education at National Chengchi University in Taiwan. Her research interests include curriculum and instruction, technology and education, and educational psychology. She is especially interested in game-based learning that involves interactive technology, digital games, or iPad. She is also interested in students’ mindset and self-regulation learning in educational psychology.

Yu-chu Yeh is the Distinguished Professor in the Institute of Teacher Education as well as a research fellow for the Research Center for Mind, Brain & Learning at the National Chengchi University in Taiwan. Her research interests include the instruction of creativity and critical thinking, e-learning, game-based learning, educational psychology, cognitive psychology, positive psychology, and neurocognitive psychology. In the recent decade, she has focused on integrating concepts from different domains to explore the cognitive processes of creativity and to develop innovative instructional models for critical and creative thinking.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Ministry of Science and Technology, Taiwan: [Grant Number MOST 107-2410-H-004 −079 -SS2].