Impact of Video Game Use on Fostering Creativity in Waldorf School Students
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| Title: | Impact of Video Game Use on Fostering Creativity in Waldorf School Students |
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| Language: | English |
| Authors: | Carlos Vázquez-Martín (ORCID |
| Source: | International Journal of Technology in Education. 2025 8(1):174-192. |
| Availability: | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Video Games, Influence of Technology, Creativity, Student Behavior, Leisure Time, Teaching Methods, Gender Differences, Puzzles, Tablet Computers, Role Playing, Computers, Differences, Scores, Music Activities, Art Activities, Middle School Students, Student Attitudes, Creative Thinking, Creativity Tests |
| Geographic Terms: | California |
| Assessment and Survey Identifiers: | Torrance Tests of Creative Thinking |
| ISSN: | 2689-2758 |
| Abstract: | This study investigates the impact of video game usage on the creativity of students attending Waldorf schools. The research aims to: (1) analyze daily time spent on video games and its influence on creativity levels, (2) explore the effect of devices used for gaming, (3) identify the most popular game genres among students, and (4) assess the influence of other activities on creativity. A sample of 146 Waldorf students was analyzed using descriptive statistics and multiple correspondence analysis (MCA). Results show that most students play video games for 0-2 hours daily, with a notable gender difference--girls are less likely to play. No significant correlation was found between gender and time spent gaming (Spearman's coefficient = 0.065, p-value = 0.435). Furthermore, students with lower creativity scores often played puzzle games and used tablets, while those with higher creativity scores favored shooting and fantasy role-playing games, using consoles or computers. MCA revealed that higher creativity students frequently engage in musical and artistic activities, while lower creativity students rarely participate in physical exercise. These findings suggest nuanced relationships between gaming habits, device usage, and extracurricular activities in shaping creativity among Waldorf students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461928 |
| Database: | ERIC |
| Abstract: | This study investigates the impact of video game usage on the creativity of students attending Waldorf schools. The research aims to: (1) analyze daily time spent on video games and its influence on creativity levels, (2) explore the effect of devices used for gaming, (3) identify the most popular game genres among students, and (4) assess the influence of other activities on creativity. A sample of 146 Waldorf students was analyzed using descriptive statistics and multiple correspondence analysis (MCA). Results show that most students play video games for 0-2 hours daily, with a notable gender difference--girls are less likely to play. No significant correlation was found between gender and time spent gaming (Spearman's coefficient = 0.065, p-value = 0.435). Furthermore, students with lower creativity scores often played puzzle games and used tablets, while those with higher creativity scores favored shooting and fantasy role-playing games, using consoles or computers. MCA revealed that higher creativity students frequently engage in musical and artistic activities, while lower creativity students rarely participate in physical exercise. These findings suggest nuanced relationships between gaming habits, device usage, and extracurricular activities in shaping creativity among Waldorf students. |
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| ISSN: | 2689-2758 |
