The effect of the gamified learning environment on the improvement of creative thinking among undergraduate students in the university unit of Thinking Teaching

The purpose of this study was to investigate the effect of the gamified-based learning environment on the improvement of fluidity and originality of creative thinking among undergraduate students. Teaching thinking unit is one of the units of the Ministry of Science for undergraduate courses in educational sciences, for which the book on teaching thinking to children and teenagers has been introduced as a resource. The current research method is quasi-experimental with pre-test and post-test in 4 groups. The statistical population consisted of all undergraduate students in the field of educational sciences in the academic year of 1999-400 Urmia University, with 76 participants as a research sample in the first four experimental groups for the fluidity dimension of creative thinking (gamified learning environment) and the first control (without gamified environment). 19 participants were selected for each group. Analysis of covariance was used for data analysis in SPSS. Data analysis shows the impact of the gamified-based learning environment on the fostering of creative thinking among undergraduate students. In this way, the experimental groups performed better in terms of fluidity and originality of creative thinking than the control groups. That is, the participants of the experimental groups were able to generate both more ideas (abundance) and newer ideas than the subjects of the control group. According to the obtained research results, it is clear that the gamification approach can be used in the design of learning environments to have better learning results.