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Mindful learning: A mediator of mastery experience during digital creativity game-based learning among elementary school students
ARTICLE

, , , Institute of Teacher Education, Taiwan

Computers & Education Volume 132, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

With the mounting empirical evidence of the benefits of mindfulness, the researchers of the present study incorporated mindful learning in digital game-based learning of creativity. A two-phase study was conducted to (1) develop the "Inventory of Mindful Learning Experience in Digital Games" (IMLE-DG); and (2) develop a training program of "the Digital Game-based Learning of Creativity" (DGLC), by which the relationship among achievement goal, self-determination, mindful learning, and mastery experience during digital game-based learning of creativity were investigated through experimental instruction. One hundred and eighty-one 3rd to 6th graders were used in the development of IMLE-DG, and 95 3rd and 4th graders were included in the six-week experimental instruction through the DGLC. The results suggest that the IMLE-DG has good reliability and validity. The Cronbach's α coefficient was 0.974 and exploratory factor analysis yielded three factors: curiosity and open-mindedness, attention and grit, and emotion regulation. Confirmatory factor analysis also showed that the three-factor structure was a good-fit model (Goodness-fit-index = 0.913). Moreover, analytical results showed that achievement goal and self-determination influenced mastery experience through mindful learning experience, suggesting that mindful learning is a crucial mediator of mastery experience in digital game-based learning of creativity. With key features of story-based, interdisciplinary, and 3-D design, The DGLC provides an original and valuable vehicle for creativity learning. In addition, the incorporated mechanisms (rewards, free choices, immediate feedback, and peer-evaluation) for enhancing goal achievement, self-determination, and mindful learning shed light on the design of game-based learning and creativity instruction.

Citation

Yeh, Y.c., Chang, H.L. & Chen, S.Y. (2019). Mindful learning: A mediator of mastery experience during digital creativity game-based learning among elementary school students. Computers & Education, 132(1), 63-75. Elsevier Ltd. Retrieved July 2, 2022 from .

This record was imported from Computers & Education on March 15, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2019.01.001

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