Children’s Concepts of Creativity in Video Games: The Impact of Different Game Types

Abstract

Research on video games typically focuses on adolescents and young adults, and on the possible negative effects of gaming. However, ever younger children are given access to video games, making research with these younger age groups necessary, particularly as games may start to replace activities such as pretend play. Our study approaches the question of how video games for younger children may prime cognitive creativity after playing, as well as how children conceptualize creativity within video games. In study 1, children played one of two video games (Minecraft, with no plot or mission, or Dragon Quest Builders, which contains both) and provided several open-ended responses about their creativity in the game. Participants then completed a cognitive creativity task. In study 2, shortened video clips of children’s outputs in Minecraft from study 1 were shown to a separate group of children, ages 7 – 15 online. Children were asked about their prior experiences with video games, they rated the creativity of the Minecraft videos, and they explained each of their ratings. Results show that children with more gaming experience rated gameplay significantly lower for creativity than those with less experience, and that gameplay focused on building something was rated significantly higher for creativity than other types of gameplay. These studies allow us to evaluate how video games could train children to be creative, in an age group typically excluded from video game research, to gather information on what creativity might look like in video games, and to understand how children of various ages conceptualize creativity within video games.