Effects of Learning Activities Using Gamification Techniques to Develop Creative Thinking Skills on Canva Program

Abstract

This research aimed to compare the creative thinking skills and achievement motivation of students who participated in learning activities using gamification techniques on the topic of the Canva program with those who received conventional instruction. The sample group consisted of 56 Grade 5 students, divided into an experimental group of 27 students and a control group of 29 students. This study employed a quasi-experimental research design in which students were assigned to either the experimental group or the control group. The experimental group received learning activities using gamification techniques, while the control group received conventional instruction. The research instruments included pre-test and post-test assessments of creative thinking skills, and pre-test and post-test assessments of achievement motivation. The statistical methods used for data analysis were Dependent Sample t-test, Independent Sample t-test, and ANCOVA to compare the pre-test and post-test results within the experimental and control groups, as well as between the two groups. The findings revealed that the experimental group had significantly higher post-test mean scores in creative thinking skills than their pre-test scores at the .05 level, and also higher than those of the control group. Furthermore, the post-test achievement motivation scores of the experimental group were significantly higher than the pre-test scores in all dimensions at the .05 level. Comparisons between groups also showed that the experimental group achieved significantly higher post-test mean scores in both creative thinking skills and achievement motivation than the control group at the .05 level.