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1- Department of Cognitive Design, Institute for Cognitive Science Studies, Tehran, Iran.
2- Department of Cognitive Psychology, Institute for Cognitive Science Studies, Tehran, Iran.
3- School of ECE, University of Tehran, Tehran, Iran.
4- Department of Entrepreneurship Development Faculty of Entrepreneurship, University of Tehran Farshi Moghadam, Tehran, Iran.
2- Department of Cognitive Psychology, Institute for Cognitive Science Studies, Tehran, Iran.
3- School of ECE, University of Tehran, Tehran, Iran.
4- Department of Entrepreneurship Development Faculty of Entrepreneurship, University of Tehran Farshi Moghadam, Tehran, Iran.
Abstract:
Introduction: Creativity is a fundamental cognitive ability that plays a crucial role in problem-solving, innovation, and adaptive behavior. Traditional creativity assessments often lack ecological validity and fail to capture the dynamic and context-driven nature of creative thought. This study introduces Creatopia, a gamified simulation designed to assess divergent thinking.
Objective: The aim of this study was to evaluate the psychometric performance of Creatopia and examine its ability to measure key dimensions of divergent thinking (fluency, originality, flexibility, and elaboration) within an interactive gaming environment.
Methods: In a pilot study, 90 participants (45 males and 45 females) were randomly selected from the general population of Tehran. Participants first completed the Torrance Tests of Creative Thinking (TTCT) and then engaged with Creatopia. The assessments involved both qualitative and quantitative evaluations of the interactive tasks within the game, including real-time behavioral tracking. Data collected included the number of ideas generated, novelty and variety of responses, and the level of detail in the drawings. Statistical analyses, including factor analysis and correlation with TTCT scores, were used to evaluate concurrent validity.
Results: The results showed that Creatopia reliably measures fluency, originality, and flexibility, with significant correlations to TTCT scores. However, the elaboration component showed mixed results, with lower content validity ratings compared to the other dimensions. Factor analysis supported a unidimensional structure, explaining 75.89% of the total variance.
Conclusion: Creatopia demonstrates promising psychometric performance as a gamified tool for assessing divergent thinking and can serve as a viable alternative to traditional creativity assessments. However, further refinement is needed, particularly in the measurement of elaboration. This study highlights the potential of digital games to enhance the validity and applicability of creativity assessments in educational and research contexts.
Objective: The aim of this study was to evaluate the psychometric performance of Creatopia and examine its ability to measure key dimensions of divergent thinking (fluency, originality, flexibility, and elaboration) within an interactive gaming environment.
Methods: In a pilot study, 90 participants (45 males and 45 females) were randomly selected from the general population of Tehran. Participants first completed the Torrance Tests of Creative Thinking (TTCT) and then engaged with Creatopia. The assessments involved both qualitative and quantitative evaluations of the interactive tasks within the game, including real-time behavioral tracking. Data collected included the number of ideas generated, novelty and variety of responses, and the level of detail in the drawings. Statistical analyses, including factor analysis and correlation with TTCT scores, were used to evaluate concurrent validity.
Results: The results showed that Creatopia reliably measures fluency, originality, and flexibility, with significant correlations to TTCT scores. However, the elaboration component showed mixed results, with lower content validity ratings compared to the other dimensions. Factor analysis supported a unidimensional structure, explaining 75.89% of the total variance.
Conclusion: Creatopia demonstrates promising psychometric performance as a gamified tool for assessing divergent thinking and can serve as a viable alternative to traditional creativity assessments. However, further refinement is needed, particularly in the measurement of elaboration. This study highlights the potential of digital games to enhance the validity and applicability of creativity assessments in educational and research contexts.
Keywords: Divergent Thinking, Gamified Simulation, Creativity Assessment, Game-Based Learning, Digital Assessment Tools
Type of Study: Original |
Subject:
Cognitive Neuroscience
Received: 2025/07/25 | Accepted: 2026/07/22
Received: 2025/07/25 | Accepted: 2026/07/22
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