Instruments

The Digital Game-based Learning of Creativity (DGLC-B) was developed for 5th and 6th graders to investigate the participants’ learning effects and the relationship among the concerned variables. The DGLC-B, aimed to improve learners’ ability and confidence in creativity, contains a series of stories entitled “Searching for Eight Lost Treasures” based on myths from eight countries. The DGLC-B included nine games, ranging from 10 to 15 min of playing time for each game. The main contents, training focuses, and the sampled screens are illustrated in Figure 2.

Contents and procedures of the DGLC-B.

The DGLC-B included the strategies for enhancing creativity dispositions of positive thinking, thinking outside the box, and reverse thinking (game 2 and game 3), as well as creativity strategies such as sensitivity in observation, convergent thinking, divergent thinking (Yeh, 2006), lateral thinking (De Bono, 1995), mind mapping (Buzan, 1996), and SCAMPER (substitution, combination, adaptation, modification, putting to other uses, elimination, and reversing) (Eberle, 1996). Finally, the DGLC-B included the activity of creative product design to allow for the implementation of creativity strategies.

Four inventories were employed in this study to measure the concerned variables. They were 6-point Likert-type scales with response options ranging from “totally disagree” to “totally agree.” The Mindful Learning Experience in Digital Games (IMLE-DG) measured the participants’ experience of mindful cognition and mindful emotion during game playing. With a total of 14 items, the IMLE-DG included three factors: curiosity and open-mindedness (3 items), attention and grit (4 items), and emotion regulation (7 items). Exploratory factor analysis (EFA) revealed that the factor loadings ranged from 0.634 to 0.962, and 88.72% of the total variance was explained by the three factors. The Cronbach’s α coefficient was 0.974 for the IMLE-DG; the Cronbach’s α coefficients for the three factors were 0.947, 0.955, and 0.971 f, respectively. Confirmatory factor analysis (CFA) indicated that the IMLE-DG had good construct validity and reliability, χ²(N = 181, df = 56) = 119.442 (p < 0.001), GFI = 0.913, AGFI = 0.858, RMR = 0.073, and RMSEA = 0.079. The test items included statements such as “When playing the game, I had a strong curiosity to try different levels or tasks of a game,” “I maintained an optimistic attitude when striving to level up or complete tasks,” and “I could stay calm when striving to level up or complete a task” (Yeh et al., 2019).

The Inventory of Flow Experience in Digital Games (IFE-DG) measured the participants’ flow experience during game play. The IFE-DG includes two factors: confidence and concentration (5 items) as well as fun and challenge (4 items). EFA revealed that the factor loadings ranged from 0.682 to 0.901, and 72.58% of the total variance was explained by the two factors. The test items includes statements such as “I could concentrate on the tasks in games” and “I had a lot of fun during the game playing.” The Cronbach’s α coefficients were 0.914, 0.885, and 0.857 for the IFE-DG and the two factors. Moreover, the CFA indicated that the IFE-DG had good construct validity and reliability, χ²(N = 176, df = 64) = 149.474 (p < 0.05). Additionally, the GFI = 0.884, AGFI = 0.836, RMR = 0.095, and RMSEA = 0.087 (Yeh and Lin, 2018).

The Inventory of Self-Efficacy in Creativity Digital Games (IS-CDG) measured the participants’ level of self-efficacy after playing creative games. The IS-CDG includes two factors: ability to generate creative ideas (6 items) and achievement of creative performance (3 items). EFA revealed that the factor loadings ranged from 0.606 to 0.879, and 73.27% of the total variance was explained by the two factors. The test items included statements such as “I believe that I can come up with many creative ideas” and “I believe that I can be a creative person.” The Cronbach’s α coefficients were 0.927, 0.908, and 0.844 for the IS-CDG and the two factors. Moreover, the CFA indicated that the IS-CDG had good construct validity and reliability, χ²(N = 176, df = 26) = 64.113 (p < 0.05). Additionally, the GFI = 0.929, AGFI = 0.877, RMR = 0.065, and RMSEA = 0.092 (Yeh and Lin, 2018).

The Inventory of Mastery Experience in Creativity Digital Games (IME-CDG) measured the participants’ level of mastery experience after playing creative games. The IME-CDG includes two factors: ability to solve problems (5 items) and confidence in solving problems (3 items). EFA revealed that the factor loadings ranged from 0.606 to 0.879, and 73.28% of the total variance was explained by the two factors. The test items included statements such as “I can think of solutions quickly” and “As long as I try hard, I can come up with creative solutions.” The Cronbach’s α coefficients were 0.903, 0.860, and 0.819 for the IME-CDG and the two factors. Moreover, the CFA indicated that the IME-CDG had good construct validity and reliability, χ²(N = 176, df = 18) = 48.397 (p < 0.05). Additionally, the GFI = 0.932, AGFI = 0.863, RMR = 0.071, and RMSEA = 0.098 (Yeh and Lin, 2018).