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Exploring the Relationship Between Video Game Engagement and Creative Thinking in Academic Environments: Cross-Sectional Study

Author

Listed:
  • Reem M. Alwhaibi

    (Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia)

  • Manar S. Alotaibi

    (Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia)

  • Sara F. Almutairi

    (Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia)

  • Juri E. Alkhudhayr

    (Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia)

  • Reema F. Alanazi

    (Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia)

  • Haya F. Al Jamil

    (Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia)

  • Yalin Aygun

    (Department of Sport Management, Faculty of Sport Sciences, Inonu University, 44280 Malatya, Türkiye)

Abstract

This study explores the relationship between video game engagement and creative thinking among university students in an academic setting. Utilizing a descriptive cross-sectional qualitative approach, semi-structured interviews were conducted with 40 university students aged 17–25 years, from various academic disciplines. The sample, predominantly female (57.5%) and aged 22 years (27.5%), provided diverse perspectives on the impact of video games on their academic and creative capabilities. The thematic analysis of the interviews revealed significant insights into how video games may enhance creative problem-solving skills and overall creative thinking in an educational context. The study found that a high percentage of participants (47.5%) had a grade point average (GPA) of 4.0, suggesting a potential link between academic performance and video gaming habits. The results highlight the need for further research into specific game genres and their distinct influences on creativity among different demographics. This study contributes to the growing body of literature on the cognitive benefits of video games and their potential to foster creative skills in higher education environments.

Suggested Citation

  • Reem M. Alwhaibi & Manar S. Alotaibi & Sara F. Almutairi & Juri E. Alkhudhayr & Reema F. Alanazi & Haya F. Al Jamil & Yalin Aygun, 2024. "Exploring the Relationship Between Video Game Engagement and Creative Thinking in Academic Environments: Cross-Sectional Study," Sustainability, MDPI, vol. 16(20), pages 1-22, October.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:20:p:9104-:d:1503133
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    References listed on IDEAS

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    1. Rosa Angela Fabio & Massimo Ingrassia & Marco Massa, 2021. "Transient and Long-Term Improvements in Cognitive Processes following Video Games: An Italian Cross-Sectional Study," IJERPH, MDPI, vol. 19(1), pages 1-12, December.
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