Impact of Digital Game-Based Learning on Art Creativity in Secondary Schools

Thesis Abstract

The increasing integration of digital game-based learning (DGBL) into secondary school curricula presents novel opportunities and challenges for fostering art creativity among students. Despite the widespread adoption of digital games in educational settings, there remains limited empirical evidence on their specific impact on students’ artistic skills, self-expression, and creative thinking within visual arts education. This study aims to investigate the influence of DGBL on art creativity among secondary school students, with the specific objectives of examining students’ creative output, assessing changes in creative confidence, and exploring teachers’ perceptions of digital games as pedagogical tools in art classes. The research adopts a mixed-methods design, combining quantitative surveys and qualitative interviews to generate comprehensive insights into students’ art creativity and pedagogical practices. The quantitative component involves a stratified random sample of 300 secondary school students from three urban schools, while 15 art teachers participate in semi-structured interviews to provide contextual perspectives. Data collection instruments include standardized creativity assessment scales, student art portfolios, and interview protocols, with validity and reliability established through pilot testing and expert validation. Quantitative data are analyzed using multiple regression analyses to identify the predictive effect of DGBL on creativity scores, while thematic analysis is employed for qualitative interview data to explore pedagogical experiences and perceptions. The study hypothesizes that DGBL positively influences students’ artistic creativity, fosters confidence in their artistic abilities, and encourages innovative engagement with visual arts. It further hypothesizes that teachers’ perceptions and instructional practices mediate these effects. It is anticipated that the findings will reveal a statistically significant increase in creativity scores among students engaged in digital game-based art activities compared to traditional methods, with qualitative data providing insights into how digital games support aspects of art innovation, problem-solving, and collaborative creativity. The research is expected to contribute to theoretical understanding by extending the application of the Creative Learning Theory and Flow Theory within digital art education contexts, offering a conceptual model that links digital game engagement, creative confidence, and art performance. The study’s findings will offer empirical validation of the pedagogical benefits of DGBL, providing evidence-based recommendations for integrating digital games into art curricula, with implications for curriculum designers, educators, and policymakers aiming to enhance creative outcomes in secondary education. The main conclusion emphasizes that digital game-based learning significantly augments art creativity, as exemplified by improved artistic outputs, heightened confidence, and increased student engagement. It advocates for strategic incorporation of interactive digital tools in art education to foster innovative and collaborative artistic expression. Future studies should explore longitudinal effects of digital game interventions and investigate genre-specific impacts on different artistic disciplines. Ultimately, this research contributes to the growing body of knowledge on digital pedagogy in art education, offering practical insights into leveraging technology to cultivate creativity and prepare students for the evolving demands of contemporary artistic practice.