TY - GEN
T1 - The effects of cognitive-affective interaction strategy on novices' creative performance in game design project
AU - Wang, Li Chun
AU - Chen, Ming Puu
PY - 2012
Y1 - 2012
N2 - The purpose of this study was to investigate the effects of Cognitive Affective Interaction (CAI) strategy on novices' creative performance in game design. There were one hundred and eighty-nine seventh graders participated in the game design project. The CAI strategies, including the visualization and the discrepancy strategies, were administrated and served as the experimental treatment. The visualization strategy was conducted to provide opportunities for the learners to perceive or visualize the content in many contexts. The discrepancy strategy was conducted to provide opportunities for the learners to explore the deficiencies in their understanding. The results showed that the discrepancy strategy could facilitate learners' recognition, elaboration, application and creation and inspire their creative thinking during game design task. For the visualization group, instructor may provide more experiential learning experiences and scaffolding opportunities. The learning by doing game design activity engaged the learners in similar motivation.
AB - The purpose of this study was to investigate the effects of Cognitive Affective Interaction (CAI) strategy on novices' creative performance in game design. There were one hundred and eighty-nine seventh graders participated in the game design project. The CAI strategies, including the visualization and the discrepancy strategies, were administrated and served as the experimental treatment. The visualization strategy was conducted to provide opportunities for the learners to perceive or visualize the content in many contexts. The discrepancy strategy was conducted to provide opportunities for the learners to explore the deficiencies in their understanding. The results showed that the discrepancy strategy could facilitate learners' recognition, elaboration, application and creation and inspire their creative thinking during game design task. For the visualization group, instructor may provide more experiential learning experiences and scaffolding opportunities. The learning by doing game design activity engaged the learners in similar motivation.
KW - cognitive-affective interaction
KW - creativity
KW - game design
UR - http://www.scopus.com/inward/record.url?scp=84866990715&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84866990715&partnerID=8YFLogxK
U2 - 10.1109/ICALT.2012.27
DO - 10.1109/ICALT.2012.27
M3 - Conference contribution
AN - SCOPUS:84866990715
SN - 9780769547022
T3 - Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
SP - 549
EP - 553
BT - Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
T2 - 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
Y2 - 4 July 2012 through 6 July 2012
ER -