Developing and testing a serious game to train creative thinking

RADBOUD UNIVERSITY NIJMEGEN  VU BICH PHUONG DEVELOPING AND TESTING A SERIOUS GAME TO TRAIN CREATIVE THINKING MASTER SCIENCE THESIS IN BEHAVIOURAL SCIENCE NIJMEGEN, THE NETHERLANDS – 2018 RADBOUD UNIVERSITY NIJMEGEN  VU BICH PHUONG DEVELOPING AND TESTING A SERIOUS GAME TO TRAIN CREATIVE THINKING MASTER SCIENCE THESIS IN BEHAVIOURAL SCIENCE Supervised by: Simone Ritter & Frank Leone Department: Social cognition NIJMEGEN, THE NETHERLANDS – 2018 Running Head: GAME TO TRAIN CREATIVE THINKING Developing and Testing a Serious Game to Train Creative Thinking Vu Bich Phuong Master Science Thesis Supervised by: Simone Ritter Frank Leone Date 1st July 2018 GAME TO TRAIN CREATIVE THINKING Abstract Creativity, the ability to generate new and useful ideas, is one of the most desirable employability skills in the twenty-first century Despite this need, creative ideas are scarce because we have a tendency to activate semantically related information and concepts and thus are constrained from producing new, unconventional ideas This research aims to develop and test a gamification training program that helps the practice of far conceptual combination In Study 1, a computerized game was developed and validated by correlating 49 participants’ game performances with several creativity measures The results suggest that divergent thinking is central and necessary for game performance Subsequently, the effectiveness of this game was examined using a pre- and post-training design in Study Three cognitive components of creativity, divergent thinking, convergent thinking and insight problem solving of 27 university students were measured before and after their four-week game training It was found that divergent thinking and convergent thinking significantly improved following this creativity game training Potential for an effective gamification approach and possible improvements for the game training was finally discussed Keywords: creative thinking, game training, divergent thinking, convergent thinking, insight problem solving GAME TO TRAIN CREATIVE THINKING Developing and Testing a Serious Game to Train Creative Thinking In the fast-changing and uncertain economic outlook, creative thinking has been one of the top five employability skills of employees that organizations desire (Right Management, 2014) Not only in the workplaces of arts, business and sciences, creative thinking can also promote alternative perspectives and offer solutions for daily life’s problems (Tannenbaum, 1997) As such, researchers in various disciplines such as psychology, management and education have been exploring the ways to enhance creative thinking Previous studies have developed several training programs and suggested that creativity can be trained (for example, Feldhusen, Treffinger, & Bahlke, 1970; Im, Hokanson, & Johnson, 2015; McFadzean, 1998; Ritter & Mostert, 2016) Specifically, a meta-analysis on training effectiveness suggested that training programs targeting cognitive components of creativity often yield the best results (Scott, Leritz, & Mumford, 2004a) Given the importance of creativity, the objectives of this research were to develop and examine the effectiveness of a training program that targets the underlying cognitive mechanism of creative thinking In the following paragraphs, the cognitive foundation of this creativity training will be elaborated on Then, several elements and their advantages of this training program will be specified Creativity commonly refers to the generation and recognition of new and useful ideas (Mumford, 2003) However, the fact that creative thoughts happen less often than routine, conventional thoughts can be explained by a cognitive structure called schema, which maps knowledge into domains and categories (Gentner, 1983) A conceptual structure theory proposes that, because of this cognitive mapping of knowledge, concepts (such as objects and events) and their compatible attributes are processed within a single semantic space (Simmons & Barsalou, 2003) This semantic relatedness explains, for example, why we often have the first thought about “apple” as an exemplar of fruit, instead of thinking about GAME TO TRAIN CREATIVE THINKING technologies (Apple Inc.) Moreover, the more compatible properties the concepts share, the more likely they will be activated together For example, “dog” is closely related to “cat” because they are both pets, have fur and four legs This tendency to process information in schemas also explains why we often reach a common, conventional solution when solving problems However, once problems present information in an unexpected manner, such as in case of riddles, conventional thinking that is processed by schemas cannot provide alternative perspectives to solve these problems For example, in this riddle: “What goes up and down but does not move?”, “go” and “move” both describe changes in location Therefore, this challenging, unexpected situation requires a newer, more creative approach to solve It is when we realize that, instead of thinking about something that goes up and down in terms of positions, it will make more sense if we think about something that increases and decreases (and the answer is “temperature”) Because existing knowledge is stored by cognitive schemas and cannot offer novel perspectives to solve problems, escaping the existing frameworks and proximity of information may facilitate the production of novel ideas, and possibly creative ideas (Sassenberg & Moskowitz, 2005) It is suggested that mental synthesis of previously unrelated concepts can help generate new properties, functions or associations for them (Ward, Smith, & Finke, 1999) This mental synthesis of concepts is known as conceptual combination The novelty of such combinations depend on how distant the concepts are in terms of semantic relatedness (Howard-Jones, Blakemore, Samuel, Summers, & Claxton, 2005), or the degree of incompatible attributes in the parent concepts (Wan & Chiu, 2002) The more distant, dissimilar they are, the more unconventional the conceptual combination is (Chan & Schunn, 2015) It has been found that conceptual combination facilitates divergent thinking, the ability to generate new ideas and a major cognitive process in creativity (Mumford, 2003) In the study of Wan and Chiu (2002), an experimental group who was GAME TO TRAIN CREATIVE THINKING trained in novel conceptual combination showed significant improvements in the Torrance Tests of Creative Thinking (Torrance, 1974), a standard test of creativity involving divergent thinking skill, while a control group did not In another study, stories created by using a set of unrelated words were judged as more creative than by a set of related words, suggesting that semantic divergence in combining concepts is necessary for creative thought (Howard-Jones et al., 2005) The importance of conceptual combination in creativity is also supported by other empirical studies (Baughman & Mumford, 1995; Finke, Ward, & Smith, 1992) Given that cognitive training with a focus on unique requirements of creativity is more likely to be effective (Scott et al., 2004b), the training program developed in this research will incorporate the practice of conceptual combination to train creative thinking Given the four main accounts to be considered when designing a creativity training program (Scott et al., 2004b) including targeted cognitive process and skill of creativity, means of delivery, training technique and type of exercises, the following parts will describe our training program with respect to these elements Firstly, in terms of targeted cognitive process and skill, the training program in this research focuses on developing conceptual combination and divergent thinking skill This cognitive approach has been shown to have large effect size and high successful rate (Scott et al., 2004b) Secondly, the delivery of our training is computerized and gamified It has been found that game-based learning environment can be entertaining while also engaging the leaners and enhancing their intrinsic motivation (Azriel, Erthal, & Starr, 2005; Hamari et al., 2014; Kang & Tan, 2014) By means of a computerized game, learners can be autonomous and flexible in their own training because no formal, in-person lectures are incorporated Moreover, this computerized game can be programmed to have short training sessions to avoid lengthy duration, which is common in other cognitive training programs and disadvantageous for their real-life implementation (Ritter & Mostert, 2016; Scott et al., 2004b) GAME TO TRAIN CREATIVE THINKING Thirdly, next to the practice of conceptual combination, our game training uses visualization as a creativity technique It is suggested that, because visual images can be scanned and mentally transformed, this will benefit the creative thoughts by allowing rapid detection of incompatible properties of objects or events (Finke, 1996) In the literature, the studies which target distant associations to enhance creative thinking have also applied imagery technique (Scott et al., 2004a) Moreover, using universal images can ensure that the training is language independent Therefore, the practice of conceptual combination in the game is based on visual, colored representations of a wide range of concepts, taken from different semantic categories For example, there are “dog”, “lion” and “fish”, which are typically known as animals, and there are “durian”, “cherry” and “orange”, which are typical fruits This collection of both related (“dog” and “lion”) and unrelated (“fish” and “durian”) concepts will encourage players to visualize and generate associations among them It also leads to the advantage of the final element, type of exercise, in our game training By using colored images of familiar, common concepts that can be encountered every day as training stimuli, the type of practice in this training can be domain-unspecific This means that the skill gained through the exercises can be applied in various settings without specific technical knowledge, making this game training appropriate for the general population Taken together, this research aimed to develop a computerized game, which provides an environment for practicing conceptual combination based on visual representations of concepts The game was programmed in PsychoPy (Peirce, 2007) and several criteria were developed to measure game performance Subsequently, this research aimed to examine the relationship between game performance and creative thinking in two studies In Study 1, we validated the game by correlating game performance measures with several creativity tests scores We hypothesized that there were positive correlations between game performance and the creativity measures, suggesting that creative thinking is necessary to perform the game GAME TO TRAIN CREATIVE THINKING Additional information about the participants’ personalities and their opinions about the game were also collected In Study 2, the effectiveness of this game in training creativity was investigated using a pre- and post-treatment design A group of young adults underwent the training by playing the game three times per week in four weeks We hypothesized that their performances in the creativity tests could be improved following the game training STUDY Method The aim of this first study was to develop and validate a computerized game, named “The Associates”, by correlating performance in validated creativity tests with performance in the game Participants A total of 49 undergraduate university students (40 females) from the University of Social Sciences and Humanities Ho Chi Minh city (USSH), Vietnam, were recruited with flyers (Appendix A), email and social media Their mean age was 20.71 (SD = 2.01) Most of them (94%) were majored in psychology Participant codes were used to ensure anonymity The experiment took approximately one hour to complete and the participants were rewarded with ₫30,000 (equivalent to €1.20) This study was approved by the Ethics Committee, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands, coded ECSW-2017-017R2, and by the Faculty of Psychology, USSH, Vietnam Creativity measures Prior to the main testing, a pilot study was conducted to examine how Vietnamese participants perceived and understood the instruments that were translated from English to Vietnamese (Appendix B) All instructions and materials used throughout this research were in Vietnamese language and programmed to present in PsychoPy (Peirce, 2007) GAME TO TRAIN CREATIVE THINKING Divergent thinking Researchers have recognized that creativity is not a single act but a complex phenomenon, involving, but not limited to, generating many ideas and selecting the most creative, suitable idea (Mumford, 2003) Thus, one of the creative processes to be measured in this study was divergent thinking, the ability to generate multiple ideas or solutions The Alternative Uses Test (AUT, Guilford, 1967) is commonly used to evaluate divergent thinking skill In this test, the participants were required to list as many uses for a common object as possible in four minutes All participants were presented with two test versions, a brick and a newspaper (Appendix C) The order of the versions were counterbalanced across the participants Following the AUT scoring guidelines (Guilford, Christensen, Merrifield, & Wilson, 1960), performance in the AUT was judged based on how many ideas they could generate (fluency), how flexible the participants were in changing perspectives (flexibility), and how novel and useful the ideas were (creativity) For the fluency criterion, the total number of complete, comprehendible ideas was counted For the flexibility criterion, the total categories of ideas was calculated A category is a group of ideas that share similar properties For example, when asked to list alternative uses of a newspaper, “wrap a burger” and “wrap a bouquet flowers” can be grouped in a category “wrapping things”, whereas “beat a fly” and “beat someone” can be grouped into “beating things” A list of all possible categories was recorded to assist the scoring For the creativity criterion, each listed idea was given a score from (not at all creative) to (very creative) based on the first impression of its novelty and usefulness Each idea and its given creativity score were then recorded in a list to ensure consistent scoring across participants Then, a sum score of all ideas for each participant was calculated Because this sum score is dependent on quantity, as having many less creative ideas may give a higher score than having a few highly creative ideas, a mean score of creativity was calculated by dividing the sum creativity score by the number of ideas, which is the fluency score, for each participant GAME TO TRAIN CREATIVE THINKING Hole problem: Question: How can you cut a hole in a 3x5 card that is big enough for you to put your head through? Answer: Cut it in a spiral movement Penny Problem: Question: How you arrange 10 pennies so that you have rows (lines) of pennies in each row? Answer: Arrange it to make a star figure Farm problem: GAME TO TRAIN CREATIVE THINKING Question: A farmer wants to divide his land of the shape below into four equal parts that are in the same size and shape How should he it? Answer: As below Reading in dark: Question: A man is reading a book when the lights go off but even although the room is pitch dark the man goes on reading How? Answer: He is blind GAME TO TRAIN CREATIVE THINKING Appendix E Demographic and personality questionnaires THÔNG TIN CÁ NHÂN VÀ TRẮC NGHIỆM TÍNH CÁCH PHẦN 1: THƠNG TIN CÁ NHÂN Hãy cung cấp thông tin đây: a Giới tính bạn:  Nữ  Nam  Khác b Năm sinh (tuổi) bạn: …………………………………………………………………………………………………………………………………………………………… c Ngành bạn học: …………………………………………………………………………………………………………………………………………………………… d Hãy tự đánh giá mức độ sáng tạo thân bạn? Rất không sáng tạo Khơng sáng tạo Bình thường Hơi sáng tạo Rất sáng tạo      PHẦN 2: TRẮC NGHIỆM TÍNH CÁCH Hãy cho biết mức độ đồng ý bạn với câu đây: Bạn người… Rất không đồng ý chút không đồng ý Không đồng ý không phủ nhận chút đồng ý Rất đồng ý GAME TO TRAIN CREATIVE THINKING Dễ tính Giàu tưởng tượng Cáu kỉnh Cẩu thả Kín đáo Sâu sắc Hay lo lắng Cẩn thận Ít nói Hay giúp đỡ Nhạy cảm Ngăn nắp Hướng nội Phức tạp Tốt bụng Tận tâm Hay nói Có nhiều sáng kiến Có tính hợp tác Hay lo âu Rụt rè Dễ chịu Có tính nghệ sỹ Hay sợ hãi Gọn gàng Dè dặt Có hệ thống Dễ thơng cảm Dễ kích động Sáng tạo                                         Rất không đồng ý chút không đồng ý chút đồng ý Rất đồng ý                 Không đồng ý không phủ nhận                         Rất không đồng ý chút không đồng ý chút đồng ý Rất đồng ý                                 Rất không đồng ý chút không đồng ý chút đồng ý Rất đồng ý                         Không đồng ý không phủ nhận         Không đồng ý không phủ nhận       Cảm ơn bạn nhiều! GAME TO TRAIN CREATIVE THINKING Appendix F Feedback for “The Associates” Game KHẢO SÁT CHƯƠNG TRÌNH GAME Cảm ơn bạn hồn thành xong chương trình game “The Associates” Hãy hồn thành khảo sát để giúp phát triển chương trình game tốt Bạn có thấy luật chơi giải thích rõ dễ hiểu?  Khơng, cần giải thích thêm*  Dễ hiểu phải chơi qua hiểu hồn tồn*  Rất dễ hiểu, chơi hướng dẫn * Cần giải thích thêm điều để làm dễ hiểu hơn? Bạn có cảm thấy kết nối bạn tạo chơi game sáng tạo?  Khơng sáng tạo  Ít sáng tạo  Bình thường  Sáng tạo  Rất sáng tạo Hãy miêu tả cách mà bạn tạo kết nối đó:  Tơi chủ yếu kết nối khái niệm liên quan gần đến  Tôi chủ yếu kết nối khái niệm liên quan đến  Tôi chủ yếu kết nối khái niệm cách ngẫu nhiên Bạn miêu tả rõ thêm để hiểu suy nghĩ bạn kết nối khái niệm trò chơi? Bạn có thấy thích chương trình game này?  Rất thích  Thích  Bình thường  Khơng thích  Khơng thích GAME TO TRAIN CREATIVE THINKING Hãy đánh giá mức độ thử thách chương trình game:  Rất dễ  Dễ  Khơng khó khơng dễ  Thử thách  Rất thử thách Bạn có muốn chơi lại sau này?  Có  Khơng  Có thể Bạn muốn chơi vòng?  Một vòng  Hai vòng  Nhiều hai vòng Theo bạn, vòng chơi nên kéo dài bao lâu?  10 phút (như chơi)  Ít 10 phút*  Nhiều 10 phút* *Hãy cho ý kiến: … … phút, * Hãy cho ý kiến: … … phút, vì:…………………………… vì:…………………………… Nếu trò chơi thiết kế phát triển cách chuyên nghiệp, bạn có muốn mua để chơi khơng?  Có  Khơng  Có thể 10 Hãy cho biết chương trình cải thiện nào? (thiết kế, trải nghiệm người chơi, v.v.) Cảm ơn ý kiến đóng góp bạn nhiều! GAME TO TRAIN CREATIVE THINKING Appendix G Introduction and priming before “The Associates” game GAME TO TRAIN CREATIVE THINKING GAME TO TRAIN CREATIVE THINKING Appendix H How to Play “The Associates” Game GAME TO TRAIN CREATIVE THINKING Appendix I “The Associates” game scoring guidelines Notes: The game will be scored according to five scoring criteria: fluency, flexibility, creativity, density, and intersection Each criterion will be scored separately A chain is the association of at least cards, which is categorised by a valid explanation Scoring criteria: FLUENCY (sum score): the total number of cards played, simply counts how many cards the players used to make connections FLEXIBILITY (sum score): the total number of valid, comprehensible explanations for the associations CREATIVITY (mean score): how novel and useful each explanations for an association is on a Likert scale: 0= not at all creative 1= slightly creative 2= moderately creative 3= creative 4= very creative Calculating an inter-rater reliability is recommended to ensure consistency in perceiving and judging creative ideas To eliminate the confounding effect of quantity, this criterion is calculated as a mean score: Mean creativity score = sum of creativity scores / flexibility score DENSITY (sum score): the total number of all cards’ frequencies Each card gets a number of points equal to its number of direct neighbours: 1 (1 card next to card)  For card on the left: 1, for card on right:  Total score = 2 (2 cards next to card)  For card on the left: 1, for card in the middle: 2, for card on right: GAME TO TRAIN CREATIVE THINKING  Total score = (3 cards next to card) 1  For card in the middle: 3, for card on left, right and below:  Total score = (4 cards next to card) 1 1  For card in the middle: 4, for card on left, right, below, above:  Total score = INTERSECTION (sum score): extra scores when associating three or more cards at the same time: associating cards associating cards associating cards  points  points  16 points 0 0 16 0 This criterion is scored step-wise according to the video output Only give extra points if the participants provide valid explanations for all cards of the intersections If there is an intersection of cards but the participants only associate cards, score them as a usual two-card association, i.e give extra points If there is an intersection of cards, but the participants only associate: -2 cards, score them as a usual two-card association, i.e give extra points; -3 cards, give an extra points as in an intersection of cards (4 points) If there is an intersection of cards, but the participants only associate cards/3 cards/4 cards, see above GAME TO TRAIN CREATIVE THINKING Appendix J Instructions for Study GIỚI THIỆU VÀ HƯỚNG DẪN Dành cho phần thử nghiệm game Chào mừng bạn đến với nghiên cứu “Phát triển thử nghiệm game luyện tập tư sáng tạo”! Cảm ơn bạn dành thời gian tới hôm Thông tin nhóm nghiên cứu chương trình game: Nhóm nghiên cứu bao gồm TS Simone Ritter (Viện nghiên cứu Khoa học Hành vi, Trường ĐH Radboud Nijmegen, Hà Lan), nghiên cứu sinh/Giảng viên Vũ Bích Phượng (Khoa Tâm lý học, Trường ĐH KHXH&NV TP.HCM, Việt Nam) TS Frank Leone (Viện nghiên cứu Não bộ, Nhận thức Hành vi Donders, Trường ĐH Radboud Nijmegen, Hà Lan) Ngoài ra, nhóm nghiên cứu cịn có tham gia sinh viên huấn luyện kỹ Vũ Bích Phượng để thực test Email nhóm nghiên cứu: detai.nghiencuugame@gmail.com Thông tin test: Phần thử nghiệm game thực để tìm hiểu việc chơi game giáo dục “The Associates” đòi hỏi người chơi phải sử dụng tư sáng tạo Thí nghiệm gồm phần: (1) làm test đánh giá tư sáng tạo, (2) chơi game (1) Làm test: Bạn cung cấp thông tin cá nhân làm trắc nghiệm tính cách trước Sau đó, bạn thực tổng cộng test khác test đánh giá khía cạnh tư sáng tạo Bạn đọc câu hỏi chương trình máy tính lập trình sẵn để chạy tự động, ghi câu trả lời vào phiếu trả lời câu hỏi cung cấp (2) Chơi game: bạn chơi thử nháp game để nắm rõ luật chơi Sau bạn chơi vòng game, vòng 10 phút Cách chơi hướng dẫn bạn bắt đầu chơi Thông tin cá nhân kết làm test bạn bảo mật khơng có bên thứ ba biết (bên thứ người không bao gồm nhóm nghiên cứu) Hãy hỏi người test lúc bạn có câu hỏi cần hướng dẫn thêm Nếu hiểu yêu cầu đồng ý tham gia, bạn ký tên vào BẢN CHẤP THUẬN tham gia (mã văn bản: consent_07) ***LƯU Ý: Chỉ bắt đầu làm test bạn hiểu rõ hướng dẫn để đảm bảo kết xác *** Vui lịng tắt điện thoại để khơng làm ảnh hưởng đến q trình thí nghiệm bạn GAME TO TRAIN CREATIVE THINKING Appendix K Consent form BẢN CHẤP THUẬN* Tham gia vào đề tài nghiên cứu khoa học: Vietnamese: Phát triển thử nghiệm game luyện tập tư sáng tạo English: Developing and testing a serious game to train creative thinking - Tơi hài lịng giải thích rõ nghiên cứu Tơi đọc rõ thông tin nghiên cứu văn (mã văn bản: instructions for pp_06) Tôi có hội đặt câu hỏi Các câu hỏi trả lời cách thỏa đáng Tôi cho thời gian suy nghĩ tham gia vào nghiên cứu Tơi có quyền thu hồi chấp thuận lúc không cần cho biết lý - Tôi đồng ý tham gia nghiên cứu Tên : Ngày sinh : Chữ ký : Ngày ký: Người ký tên tuyên bố người nói nghiệm thể giải thích văn lời nói nghiên cứu nêu Người ký tên bên tuyên bố việc nghiệm thể hủy tham gia nghiên cứu sớm kế hoạch ban đầu không ảnh hưởng tới họ Tên : Vũ Bích Phượng Chức : Trưởng nhóm nghiên cứu Chữ ký : Ngày ký: * Mẫu đơn dành cho nghiên cứu với người từ 18 tuổi trở lên đủ chức sinh hoạt Trong trường hợp này, chấp thuận phải ký họ GAME TO TRAIN CREATIVE THINKING Appendix L Instructions for Study GIỚI THIỆU VÀ HƯỚNG DẪN Dành cho phần game training Chào mừng bạn đến với nghiên cứu “Phát triển thử nghiệm game luyện tập tư sáng tạo”! Cảm ơn bạn dành thời gian tới hơm Thơng tin nhóm nghiên cứu chương trình game: Nhóm nghiên cứu bao gồm TS Simone Ritter (Viện nghiên cứu Khoa học Hành vi, Trường ĐH Radboud Nijmegen, Hà Lan), nghiên cứu sinh/Giảng viên Vũ Bích Phượng (Khoa Tâm lý học, Trường ĐH KHXH&NV TP.HCM, Việt Nam) TS Frank Leone (Viện nghiên cứu Não bộ, Nhận thức Hành vi Donders, Trường ĐH Radboud Nijmegen, Hà Lan) Ngồi ra, nhóm nghiên cứu cịn có tham gia sinh viên huấn luyện kỹ Vũ Bích Phượng để thực test Email nhóm nghiên cứu: detai.nghiencuugame@gmail.com Thơng tin test: Phần game training thực để tìm hiểu tư sáng tạo cải thiện sau trình luyện tập với game giáo dục “The Associates” Thí nghiệm bao gồm phần: (1) làm test đánh giá tư sáng tạo, (2) luyện tập với game hàng tuần (3) Làm test: Bạn cung cấp thông tin cá nhân làm trắc nghiệm tính cách trước Sau đó, bạn thực tổng cộng test khác tư sáng tạo lần, lần trước bắt đầu trình luyện tập với game (pre-test), lần sau kết thúc trình chơi game (post-test) Bạn đọc câu hỏi chạy tự động máy tính ghi câu trả lời vào phiếu trả lời câu hỏi cung cấp (4) Chơi game: bạn xem video hướng dẫn cách chơi Sau vịng tuần, bạn luyện tập với game tuần lần, lần 30 phút phịng lab Khi hồn thành đủ tuần training, bạn nhận tiền thưởng Pretest Posttest Tuần Tuần Tuần Tuần Chơi game hàng tuần Thông tin cá nhân kết làm test bạn bảo mật khơng có bên thứ ba biết (bên thứ người khơng bao gồm nhóm nghiên cứu) Hãy hỏi người làm test lúc bạn có câu hỏi cần hướng dẫn thêm Nếu hiểu yêu cầu đồng ý tham gia, bạn ký tên vào BẢN CHẤP THUẬN tham gia (mã văn bản: consent_07) ***LƯU Ý: Chỉ bắt đầu làm test bạn hiểu rõ hướng dẫn để đảm bảo kết xác *** Vui lịng tắt điện thoại để khơng làm ảnh hưởng đến q trình thí nghiệm bạn GAME TO TRAIN CREATIVE THINKING Appendix M Instructions for pilot study GIỚI THIỆU VÀ HƯỚNG DẪN Dành cho phần phụ thí điểm cơng cụ test Chào mừng bạn đến với nghiên cứu “Phát triển thử nghiệm game luyện tập tư sáng tạo”! Cảm ơn bạn dành thời gian tới hôm Thông tin nhóm nghiên cứu: Nhóm nghiên cứu bao gồm TS Simone Ritter (Viện nghiên cứu Khoa học Hành vi, Trường ĐH Radboud Nijmegen, Hà Lan), nghiên cứu sinh/Giảng viên Vũ Bích Phượng (Khoa Tâm lý học, Trường ĐH KHXH&NV TP.HCM, Việt Nam) TS Frank Leone (Viện nghiên cứu Não bộ, Nhận thức Hành vi Donders, Trường ĐH Radboud Nijmegen, Hà Lan) Ngồi ra, nhóm nghiên cứu cịn có tham gia sinh viên huấn luyện kỹ Vũ Bích Phượng để thực test Email nhóm nghiên cứu: detai.nghiencuugame@gmail.com Thơng tin test: Phần phụ thí điểm cơng cụ test thực trước phần thu thập liệu nghiên cứu nhằm tìm hiểu tính hiệu lực công cụ test chuyển thể từ tiếng Anh sang tiếng Việt Bạn thực tổng cộng test khác test đánh giá khía cạnh tư sáng tạo Bạn đọc câu hỏi chương trình máy tính lập trình sẵn để chạy tự động, ghi câu trả lời vào phiếu trả lời câu hỏi cung cấp Sau hoàn thành test, bạn nhận tiền thưởng Thông tin cá nhân kết làm test bạn bảo mật khơng có bên thứ ba biết (bên thứ tất người khơng bao gồm nhóm nghiên cứu) Hãy hỏi người làm test lúc bạn có câu hỏi cần hướng dẫn thêm Nếu hiểu yêu cầu đồng ý tham gia, bạn ký tên vào BẢN CHẤP THUẬN tham gia (mã văn bản: consent_07) ***LƯU Ý: Chỉ bắt đầu làm test bạn hiểu rõ hướng dẫn để đảm bảo kết xác ... solving GAME TO TRAIN CREATIVE THINKING Developing and Testing a Serious Game to Train Creative Thinking In the fast-changing and uncertain economic outlook, creative thinking has been one of the top... 006 GAME TO TRAIN CREATIVE THINKING * 26 * 3.5 Mean scores 2.5 Pre-training Post-training 1.5 0.5 AUT creativity RAT Figure Mean scores of AUT creativity and RAT before and after game training... Department: Social cognition NIJMEGEN, THE NETHERLANDS – 2018 Running Head: GAME TO TRAIN CREATIVE THINKING Developing and Testing a Serious Game to Train Creative Thinking Vu Bich Phuong Master