Presenter: Jing-Yi Zhao Advisor: Ming-Puu Chen Date: Nov. 25, 2009

1. Presenter: Jing-Yi Zhao Advisor: Ming-Puu Chen Date: Nov. 25, 2009 Computer games development and appreciative learning approach in enhancing students’ creative perception Eow, Y. L., Ali W. Z. W., Mahmud R., and Baki R., (2010). Computer games development and appreciative learning approach in enhancing students’ creative perception. Computers & Education, 54(2), 146–161.

2. Introduction-Computer games development • Computer games corresponded with the young generation’s habits and interests(Eow & Roselan, 2008; Henderson, 2005; Inal & Cagiltay, 2007; Oblinger, 2006; Pivec, 2007; Roussou, 2004). • Selker commented that people need social supports for creative usage of computers, as this will help to keep them motivated and consider alternatives. • Game Maker provides a simple game developing environment. • complete games without being an expertise in traditional programming languages. • as long as the students can use Windows without breaking into cold sweat • Game Maker can be downloaded free

3. Introduction-Appreciative learning approach • the characteristics of the younger generation identified (Frand, 2000) • Computers and internet are part of their life • staying connected through technology is essential • multitasking is natural • doing is more important than knowing • Students need to be guided by interesting task integrated with contemporary artefact in a constructive environment.

4. Introduction-Appreciative learning approach • Appreciative learning approach applied is based on Appreciative Inquiry (AI) theory( Cooperrider and Whitney, 2005) • Appreciative:VALUING, PRIZING, ESTEEMING, and HONORING. • Inquire:DISCOVERY, SEARCH, and SYSTEMATIC EXPLORATION, STUDY • 4D:discover, dream, design and destiny • Positive images of oneself and the world around them were expected to inspire the subjects for more volunteered action and innovation. • provides many opportunities for students to be heard; explore; dream; taking actions, and share their products and dreams.

5. Introduction-Creative perception • creativity is defined as • a process by Torrance (Millar, 1997); • a product (Johnson & Lamb, 2007; Ray, 1969); • a press, the quality of environment that nurture creativity (Rhodes, 1961) • a person (Gardner, 1993). • These specific behaviors comprise of acceptance of authority, self-confidence, inquisitiveness, awareness of others, disciplined imagination, environmental sensitivity, initiative, self-strength, intellectuality, individuality and artistry.

6. Objective of the study • investigate whether the application of appreciative learning approach within computer games development class helped enhanced students’ creative perception. • Did appreciative learning approach group gained better creative perception in computer games development class compared to control group? • Were there any significant differences in students’ creative perception before and after going through computer games development for both appreciative learning approach group and control group?

7. Method • 4 weeks and the total hours was 16 hours • Game Maker software • an independent teacher • Two groups:(36 students every group) • Control(35): self-paced learning with game module as a guide and followed by do-it-yourself (DIY) session. • Treatment(34): appreciative learning approach (4D:discover, dream, design and destiny)

8. Method • creative perception in term of Creative Perception Index (CPI) was being assessed using Khatena-Torrance Creative Perception Inventory (KTCPI) • 50 items,0~50,self-report,Cronbach’s alpha value .849 • What Kind of Person Are You? (WKOPAY?) • acceptance of authority, self-confidence, inquisitiveness, awareness of others and disciplined imagination. • Something About Myself (SAM) • environmental sensitivity, initiative, self-strength, intellectuality, individuality, and artistry.

9. Results

10. Results

11. Results

12. Limitations • the insufficient and unequal number of male and female students • quite a short term (4 weeks or 16 hours of interaction). • relied on students’ self-reported measures as a primary source of data.

13. Conclusion • computer games development complemented with appreciative learning approach provide great opportunity in enhancing students’ creative perception. • students’ creative perception could be enhanced through different pedagogical strategies but with different level of cultivation. • 1)computer games development as a valuable tool and 2)appreciative learning approach as a new pedagogical strategy to try out in educational settings, specifically in enhancing students’ creative perception.