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

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.

1. Introduction

A video game is defined as “an electronic game that results from human interaction with a user interface, providing visual feedback on a video device. This device can be any type of display that produces two- or three-dimensional images” [1]. From early childhood, most people are drawn to electronic devices and find the experience of playing video games both fascinating and enjoyable [2]. Globally, around 3.09 billion people play video games, and this number is expected to increase to 3.32 billion by 2024 [3]. In the United States, approximately 97% of youngsters and teenagers spend at least one hour daily playing video games [4].

Birgili (2015) examined the key knowledge on the connection between video games and their effects on creativity [5]. Creative thinking involves generating valuable ideas and approaching tasks in novel ways, which can be enhanced through video games. Lopez and Fabricatore (2012) demonstrated that creating video games fosters an environment conducive to stimulating students’ creativity [6]. However, it is essential to note that their study had limitations, such as focusing exclusively on males. Hu et al. (2016) explored the impact of integrating creative thinking with virtual reality on students’ creative skills. Their study revealed that teaching creative thinking with virtual reality resulted in higher engagement and creativity compared to traditional education [7]. Nevertheless, the study faced limitations, including a small sample size and specific instruments used to evaluate creative skills. Balanco-Herrera, Gentile, and Rokkum (2019) investigated the relationship between playing video games and creativity, finding that the game Minecraft, when played without instructions, was most effective in promoting creativity compared to other activities [8]. However, their research was limited to a single game and used a specific tool to measure creativity within a particular field, rather than general creativity.

These studies indicate a link between video games and creativity. Although video games may impact students’ academic achievement [9], it remains unclear how these games affect creative thinking, especially among college students. Most research focused on specific genres and age groups, with measuring instruments confined to certain domains of creativity. Hence, further studies with a broader approach are needed to investigate the effects of video games on creative thinking.

While video games refer to structured games designed for entertainment and interaction, gamification refers to the application of game-like elements (such as points, rewards, and competition) in non-game contexts, such as education or workplace training [10]. This study focuses exclusively on the effects of video games, rather than gamification strategies.

Critical thinking, problem-solving skills, and team management are key cognitive abilities that can be developed through video game engagement. Critical thinking is defined as the ability to think clearly and rationally, understanding the logical connection between ideas [11]. In the context of video games, critical thinking is fostered through activities requiring strategic decision-making, pattern recognition, and adapting to complex situations [11]. Problem-solving skills involve identifying solutions to challenges through logical reasoning and innovation [12]. Video games often simulate real-life problem-solving scenarios where players must navigate obstacles, puzzles, and strategies [12]. Team management, especially in multiplayer games, requires the ability to lead, coordinate, and collaborate to achieve common goals. It involves communication, task delegation, and leadership [13], skills often applied in cooperative games such as “Fortnite” and “League of Legends”.

Despite the widespread use of video games among university students, there is a notable gap in the literature regarding the specific influence of video games on creative thinking within academic settings. Additionally, the relationship between video games and other cognitive abilities, such as problem solving, critical thinking, and team management, remains underexplored. This study aims to examine the relationship between playing video games and the development of creative thinking among university students and to investigate the extent to which university students’ participation in video games affects their perceptions of creative thinking, critical thinking, problem solving, and team management in the academic context.

2. Methodology

2.1. Study Design

The present study was a descriptive cross-sectional, and phenomenology as a design approach in qualitative research was employed to gain valuable insights into the lived experiences associated with video games [14,15].

2.2. Study Participants

Participants were recruited through invitations posted in public social media groups from multiple universities, ensuring a diverse and broad representation. The inclusion criteria required participants to be university students with a history of playing video games for more than one year, aged between 17 and 25 years old, and studying in one of the Saudi universities [14,16,17]. The participant group consisted of 30 women and 10 men, totaling 40 students. The saturation point in the study was reached when additional data no longer provided new insights or information [18].

2.3. Instrument

A semi-structured qualitative interview form was employed as a method for gathering evidence [18,19,20]. The form included demographic questions covering age, gender, university major, year of specialization, and grade point average (GPA). Section 2 focused on daily gaming habits and comprised six questions, featuring a mix of multiple-choice and open-ended formats. Section 3 addressed perceptions of creativity in the academic context through four open-ended questions. Section 4 examined the impact of video games on students’ creative problem-solving skills within the academic context, consisting of six open-ended questions, designed to capture participants’ reflections on critical thinking, problem-solving skills, and team management and how they are developed through gaming. Definitions of critical thinking, problem solving, and team management were provided to participants to ensure consistency and clarity in responses. Finally, Section 5 explored beliefs about the contribution of video games to creative thinking and academic performance, including six open-ended questions.

Critical thinking was evaluated based on participants’ ability to engage with game tasks that required logical analysis, strategy formulation, and adaptive responses. We used participants’ self-reports on how they approached complex in-game problems, such as solving puzzles, defeating enemies with specific strategies, or navigating complex levels as indicators of their critical thinking abilities [21].

Problem-solving skills were evaluated by identifying how participants solved in-game puzzles or challenges. Specific criteria included the ability to generate multiple solutions to problems, adapt strategies when initial attempts failed, and apply these skills to academic settings [12].

Team management was measured by participants’ descriptions of their roles in team-based games, including their ability to delegate tasks, communicate effectively with teammates, and lead groups to success in collaborative scenarios [22]. Additionally, we evaluated their team management ability based on key criteria such as leadership, quick decision-making under pressure, coordination, adaptability, and conflict resolution. These criteria were used to understand how participants’ skills in managing virtual teams translated into real-life contexts, such as academic group projects, highlighting the transferable nature of these abilities to collaborative tasks in academic and professional settings.

2.4. Pilot Testing and Validation

Before the full-scale implementation of the interview questions, rigorous pilot testing and validation were conducted. This phase involved obtaining feedback from two subject matter experts and performing two rounds of pilot testing. The initial pilot test involved five participants who were selected to provide preliminary feedback and identify major issues with the questionnaire. Based on the initial feedback, the interview questions were refined and tested again with an additional eight participants to confirm improvements and catch any remaining issues. The purpose of these pilot tests was to evaluate the questions’ clarity, comprehension, and relevance. Based on the feedback received, necessary modifications were made to enhance the questions’ efficacy and validity.

2.5. Procedure

2.5.1. Ethical Consideration

The Institutional Review Board (IRB) at Princess Nourah bint Abdulrahman University granted ethical approval for this study (IRB log number: 24-0582; IRB registration number with KACST, KSA:HAP-01-R-059). All participants were thoroughly informed about the study’s confidentiality management procedures, ensuring that their personal information would not be disclosed in the published results. Participants were also informed that the interviews would be recorded and that they had the right to withdraw at any time. Written informed consent was obtained from all participants prior to their involvement. All interview data and recordings were stored securely in a coded system, with participants’ privacy and anonymity fully protected.

2.5.2. Data Collection

Qualitative interviews [18,23] were conducted through advertisements posted on popular gaming forums and social media networks. Interested individuals were invited to participate in interviews regarding their gaming habits and the potential impact of video games on their academic performance. Each participant received an invitation via social media applications such as WhatsApp and Instagram. This invitation included details about the study and a consent form. Upon receiving confirmation of participation, a meeting time was scheduled using the Microsoft Teams application. Participants received a message with the meeting link and instructions, and they were asked to complete the informed consent form to acknowledge their rights and the voluntary nature of their participation. The interviews ended with participants completing the interview questions, which consisted of five sections. Each section took approximately 5–7 min to complete, with the entire interview lasting between 30 and 45 min. All interviews were recorded, with participants’ consent, for subsequent transcription. The transcribed data were then cleaned and organized into manageable formats for analysis.

2.5.3. Translation of the Questions and Responses

The semi-structured questionnaire was translated into Arabic using a systematic forward and backward translation technique. Initially, a panel of three specialists fluent in both English and Arabic translated the questionnaires from English to Arabic. Subsequently, a bilingual professional, who was unaware of the original English version, performed the backward translation. The backward-translated English versions were then reviewed by a professional simultaneous Arabic–English interpreter. Similarly, the interview recordings were translated into English for the purpose of scientific writing.

2.6. Data Analysis

Descriptive statistics, including percentages, means, and standard deviations, were used to analyze the first two sections of the questionnaire. To elucidate the intricate patterns embedded within the data, a rigorous thematic analysis was meticulously conducted following the comprehensive framework outlined by Braun and Clarke [24]:

Step one (familiarizing with the data): initially, the process involved transcribing recorded interviews and reviewing textual data. This stage allowed for immersion in the data, enabling us to note down initial thoughts and ideas while gaining a comprehensive understanding of the content. Step two (generating initial codes): the next step focused on coding, where interesting features and patterns across the dataset were systematically identified. Codes were applied to segments of data that share similar concepts or meanings, facilitating the organization and categorization of relevant information. Step there (searching for themes): once coded, the data were collated into potential themes. This involved grouping codes that reflected common ideas or recurring patterns, thereby beginning to outline the thematic structure of the analysis. Each theme aimed to capture significant aspects of the students’ experiences or perspectives. Step four (reviewing themes): thematic development progressed through a rigorous review process. Themes were assessed for their coherence within both coded extracts (Level 1) and the entirety of the dataset (Level 2) [25,26]. This step ensured that each theme accurately represented the data and contributed meaningfully to the overarching analysis. Step five (defining and naming themes): themes underwent continuous refinement to refine their specifics and enhance clarity. This iterative process involved defining the boundaries of each theme and assigning clear, descriptive names that encapsulated their essence. The goal was to create robust thematic categories that effectively summarized the dataset’s content. Step six (producing the report): the final analysis phase synthesized the insights gathered from the thematic analysis. Selecting vivid and compelling extract examples, the analysis delved into each theme’s core elements, illustrating their relevance through detailed examination of key data excerpts. Throughout this phase, the analysis consistently related back to the research question and existing literature, providing a scholarly interpretation of the findings [27].

In addition, inductive thematic analysis was employed [24], eschewing the use of a pre-existing code frame based on theory. This approach ensures that the identified themes are closely grounded in the data themselves [14,28].

3. Results

3.1. Demographics of Sample Population

The results shown in Figure 1 show a sample size of 45 university students, of which 40 unique responses (88%) were included in this study. Five students were excluded due to incomplete interview or lack of consent.

Based on the demographic information provided in

Table 1. Demographic information (N = 40).

Demographic Information		N	%
Age (years)	17	0	0
	18	2	5
	19	4	10
	20	5	12.5
	21	7	17.5
	22	11	27.5
	23	8	20
	24	1	2.5
	25	2	5
Gender	Male	10	25
	Female	30	75
University major	Doctor of physical therapy	7	17.5
	Information technology	1	2.5
	Nursing	1	2.5
	Media	1	2.5
	Computer information systems	1	2.5
	Public health	1	2.5
	Occupational therapy	10	25
	Medicine	3	7.5
	Law and advocacy	1	2.5
	Accounting	1	2.5
	Physical education and sport	2	5
	Software engineering	1	2.5
	Pharmacy	2	5
	Finance	1	2.5
	Electrical engineering	1	2.5
	Dentistry	1	2.5
	Network and communications engineering	1	2.5
	Radiotherapy	1	2.5
	Economics	1	2.5
	Humanities	1	2.5
	Clinical nutrition	1	2.5
Year of study	1	5	12.5
	2	4	10
	3	7	17.5
	4	16	40
	5	4	10
	6	2	5
	7	2	5
University GPA/5	1	0	0
	2	2	5
	3	6	15
	4	19	47.5
	5	13	32.5

, the majority of participants were aged 22 years old (27.5%). Females comprised a higher proportion of the sample (75%). In terms of university majors, the most represented field was occupational therapy (25%). The participants were predominantly in their fourth year of study (40%). The majority of participants had a GPA of 4 (47.5%).

Based on the information provided in

Table 2. Information about Video Games and Associated Behaviors.

	Mean	SD
How many years have you been playing video games?	11.1	4.68
How many days a week do you play video games?	4.42	1.87
How many minutes/hours a day do you play video games?	3.9	2.03
What type of video games do you play?	Game category	Video game name	N
	Adventure and challenges	Minecraft	10
		Horizon	3
		The Sims	2
		Full Guys	4
		Red Dead Redemption	3
		Uncharted	3
		Panda	1
		Sky	2
		Spider-Man	2
		Harry Potter	1
	War and combat games	Call of Duty	24
		Overwatch	16
		Valorant	3
		CS:GO	3
		Shooter	2
		Fortnight	15
		PUBG	4
		God of War	1
		Rainbow Six Siege	1
		Souls	2
		VALORANT	2
		League of Legends	7
		The Sense	1
		Dead by Daylight	1
		Harvest Moon	1
	Horror and action games	Resident Evil	5
		Ghost	1
		The Last of Us	4
		Outlast	1
		Silent Hill	1
		The Evil Within	1
		Dead by Daylight	1
		Lethal Company	1
		The1 Forest	1
		League of Legends	7
		Sea of Thieves	1
		The Fall Guy	1
		Red Dead	1
		Elden Ring	1
		Watch Dogs	1
	Puzzle games	4 Days	1
		Billiard	2
		Uno	1
		Plato	1
		Go	1
		Keep Talking and Nobody Explodes	1
		Alwird	1
		Code Names	1
		Little Nightmare	1
		Little big planet	1
		Hollow Knight	1
		Heavy Rain	1
	Cooking, dressing, and care games	The Sims	1
		Overcooked	1
	Sports and racing games	Fifa	11
		Sport	1
		Car Theft	1
		Rocket League	2
		Mario	4
		Mario Kart	1
		Asphalt	1
		FC24	1
		Crash Bandicoot	2
Demigod Soccer		1
Open-world games	Minecraft	9
	Horizon	3
	Midnight Club Need for Speed	1
	D-Range	1
	GTA	2
	Dark Souls	1
	New World	1
	State of Decay 2	1
	Final Fantasy XV	1
Other (specify)	Clash of Clans	2
	League of Legends	2
	Pokémon	2
	Party gang	2
	Genshin Impact	1
	RBJ	1
	Cyberpunk	1
What type of device do you play on?		N	%
	Mobile phone	6	15
	Laptop	6	15
	PlayStation	30	75
	Xbox	6	15
	Virtual reality	2	5
	iPad	13	32.5
	PC	17	42.5
	Nintendo Switch	9	22.5
How do you play?		N	%
	Solo	2	5
	With groups	4	10
	both	32	80

, the participants played video games for an average of 11.1 years (SD = 4.68). On average, they play video games 4.42 days per week (SD = 1.87) and spend approximately 3.9 h per day playing (SD = 2.03). The most frequently reported type of video game played includes war and combat games, with significant participation in ‘Call of Duty’ (24 participants) and ‘Fortnite’ (15 participants). The majority of participants (75%) use PlayStation for gaming, and 80% of participants play both solo and in groups.

3.2. Themes

The results of this study reveal two main themes and eight subthemes as shown in

Table 3. Showing the themes and subthemes related to video game engagement and creative thinking in academic environments.

Themes	Subthemes
Transferable skills	Problem solving and critical thinking Teamwork Time management: lights and shadows
Integrating gaming elements into academic settings	Enhanced engagement, enjoyment, and motivation Practical learning and skill development Subject-specific applications of educational games and simulations Creativity and design inspiration Challenges and scepticism in integrating educational games

.

3.2.1. Theme 1: Transferable Skills

Students consistently reported perceiving that playing video games developed various creative skills such as problem solving, teamwork, critical thinking, and time management, which they feel are applicable to academic settings.

Problem Solving and Critical Thinking

Video games were seen by many students as a breeding ground for creative problem-solving skills and critical thinking. Students highlighted how gaming experiences encourage them to think creatively and find alternative solutions to problems. As S5 noted, “thinking outside the box… finding alternative solutions… games like Souls series… Uncharted series… require a lot of thinking outside the box”. This indicates that these games challenge students to approach problems from different angles and come up with unique strategies. S6 mentioned, “There can be a puzzle… with multiple solutions… It helps me see that there are many ways to solve a problem”, referring to Crash Bandicoot. This suggests that exposure to games with various puzzle solutions helps students recognize that problems can be approached and solved in multiple innovative ways. Similarly, S22 stated, “Games make me think outside the box… I try to think as unpredictably as possible to find a solution”. This reinforces the idea that gaming fosters innovative thinking, encouraging students to be creative and unconventional in their problem-solving approaches.

Students described how they believe gaming helps them develop skills for overcoming challenges by requiring creative thinking, strategic planning, and problem solving. S1 emphasized the need for strong creative thinking and planning in games, stating, “Even the realistic ones require strong creative thinking and planning, like puzzles where you have to figure out how to solve them and win the game”. This highlights how games often present complex problems that demand thoughtful solutions. S5 mentioned the difficulty of navigating through the stages in Crash Bandicoot: “Crash Bandicoot, where there’s a clear path and stages, especially the last ones. They are challenging, and you need to think about how to navigate through obstacles”. This underscores the importance of strategic planning and adaptability when facing in-game obstacles. S6 pointed out how Minecraft aids in developing organizational skills and problem solving: “Minecraft helps in organization… It simulates real life in a simple way, teaching problem solving”. This suggests that the game’s open-ended nature and resource management tasks teach students valuable life skills. Additionally, S5 mentioned the Souls series and Uncharted series, noting they “require a lot of thinking outside the box”. This reiterates the need for innovative thinking and the ability to approach challenges from different angles in these games. S21 highlighted the role of narrative and hints in overcoming challenges: “sequence of the story…challenges and hints”. This indicates that the progression of a game’s story and the provided hints can guide students in overcoming obstacles, reinforcing the idea that games can be both challenging and educational. However, these are subjective insights, which should be interpreted cautiously in the absence of objective assessments.

Students shared how they perceive that gaming experiences foster their ability to devise creative solutions in various situations. S2 highlighted how science fiction games encourage unique problem-solving approaches: “like when playing science fiction games. You find unique solutions”. This suggests that the imaginative scenarios in these games push students to think creatively. S8 elaborated on the necessity of alternative solutions in challenging situations within games: “thinking of alternative solutions in a given situation… In Resident Evil, sometimes you run out of bullets and have to find a way to defeat the monster”. This demonstrates how resource constraints in games such as Resident Evil require students to be inventive and adaptive. Further, S8 discussed the open-ended tasks in Resident Evil and Silent Hill: “Resident Evil and Silent Hill, the tasks are not explicitly stated… the open world requires you to think and create”. This indicates that the lack of explicit instructions in these games forces students to explore and invent their own strategies to progress. S17 provided an example of how gaming knowledge translated into a real-world application: “One of the things I can mention that helped me is when I had a presentation task, and I just learned about Metaverse. I didn’t fully understand it at first, but it gave me an idea of how to talk about it in the presentation… So I was able to bring up something they didn’t know about”. This shows that the insights gained from gaming can inspire creative solutions and enhance understanding in academic or professional contexts, though further research is necessary to verify the broader applicability of these self-reported experiences.

Verbatim transcripts suggested that gaming might foster the ability to apply knowledge creatively and effectively in various contexts, as perceived by the participants. S1 described how different game levels present unique challenges that require problem solving to advance: “The game assigns specific tasks in each level… Each game level has its unique challenges, which require you to solve problems to move forward”. This highlights how varied in-game scenarios encourage students to continuously apply and adapt their knowledge to new situations. Additionally, S1 mentioned the role of puzzle-solving in progressing through story-driven games: “all games help, whether action games or solo story games like Horizon, where you solve puzzles to progress through the story”. This suggests that both action and narrative-based games foster critical thinking and problem-solving skills. S5 pointed out the educational value of simulation games: “Simulation games come to mind. They simulate real-life scenarios… like farming, where you need to brainstorm and find solutions using hints… This kind of thinking becomes second nature after a while”. This indicates that simulation games provide practical experiences that help students develop problem-solving strategies applicable to real-world scenarios. S22 reflected on the predictive and decision-making aspects of gaming: “It’s a bit hard to explain, but it’s like predicting what will happen next and choosing the best option”. This suggests that gaming may enhance students’ ability to anticipate outcomes and make informed decisions, as reflected in their subjective experiences, though these subjective reports require further empirical validation to confirm their impact on real-world problem solving and adaptability.

Teamwork

The students in this study provided subjective perspectives on how video games, particularly those with group-based or multiplayer elements, may cultivate collaborative skills that they perceive as transferable to academic settings. These games foster a broad range of competencies, including planning, task division, communication, leadership, and understanding individual strengths within a team.

Students frequently cited games such as ‘Overcooked’, ‘Overwatch’, ‘Call of Duty’, ‘Fortnite’, ‘PUBG’, and ‘League of Legends’ as instrumental in developing what they perceived as enhanced social interactions and communication, as well as the effective division of tasks among team members. For instance, meticulous planning and precise task division are critical in games such as ‘Overcooked’ and ‘PUBG’. These skills are directly applicable to real-life group projects with tight deadlines. One student noted, “I feel I gain planning skills and how to divide the team… We had an assignment with a short deadline… we had to divide our tasks precisely to complete the assignment on time” (S1). Another student echoed this sentiment, highlighting the necessity of communication and organization: “Because they require good communication, task distribution, and organization, which I think helps” (S3). Similarly, S8 shared, “Fortnite, where you play as a team… everyone has a specific task… We applied the same strategy in university group projects, dividing tasks among members”.

Leadership skills were another aspect that students perceived to be nurtured by games such as ‘Overwatch’ and ‘Call of Duty,’ where effective planning and following a knowledgeable leader are important for success. Students drew parallels between these roles and the division of roles in group assignments. S1 mentioned, “Games like Overcooked and Overwatch require leadership and effective planning,” while S2 added, “Every team member has a specific role, like in group assignments”. Furthermore, S18 noted, “Call of Duty also needs a strategy where you follow a knowledgeable leader to win”.

Social and communication skills were also prominently highlighted in the statements made by the students. They emphasized how being social and communicative in gaming environments translates to more effective interactions in academic settings. S3 observed, “For example, my personality has become more social… Because my personality became more social, it became easier to communicate with my team for assignments”. Similarly, S5 highlighted, “When working in teams, everyone contributes their strengths to accomplish tasks quickly and efficiently, just like in team-based games”. S7 elaborated on the communicative aspect, noting, “Call of Duty, there’s a mic feature where people talk, and you can understand their personalities, which helps you know how to communicate with them… This helps me control my actions and communication… Within my team”.

The need for quick responses and creative thinking in games was seen as beneficial for academic and professional tasks. S3 remarked, “Yes, I think so… Because most games require thinking, quick responses, and teamwork”. S4 added, “Working in a group, I think in a specific way… I always try to think ahead and have a solution ready”. “Communication” was deemed “crucial” by S27, underscoring the importance of effective interaction within teams.

Several students suggested integrating game elements into educational settings to make learning more enjoyable and effective. S1 recommended, “Using games like Kahoot for quizzes and incorporating game elements into group assignments would make learning enjoyable”. S20 cited ‘Overcooked’ as an example of developing teamwork skills through task division and communication under pressure, while S21 noted the influence of communication on academic tasks.

Overall, the “teamwork” illustrated how video games serve as a valuable tool for developing a variety of collaborative skills. These skills are not only beneficial within the context of gaming, but also have significant applications in academic and professional group work, making a strong case for integrating game-like structures into educational practices. However, these perceptions should not be generalized without further empirical research to confirm these effects.

Time Management: Lights and Shadows

The interpretations of students regarding the influence of video gaming on time management skills and their subsequent effects on academic performance were insightful and nuanced. These insights were categorized into positive and negative aspects, highlighting both benefits and challenges faced by the students.

Students offered subjective perspectives on how they believe video gaming positively impacts their time management skills and, in turn, enhances their academic performance. These accounts, rich in detail and personal experience, underscored the multifaceted benefits of gaming beyond entertainment. S1 highlighted the enhancement of time management skills through gaming, noting their applicability in academic settings: “One is time management… Another is dealing with sudden challenges in games”. This indicates that the strategic and quick-thinking demands of games translate well to managing academic tasks. S4 attributed improved organization and punctuality to time management skills that they believe were improved through gaming, which they perceive had a favorable effect on academic performance: “Time management, because it made me more organized and punctual,” and “helps me focus more… It helps me complete tasks efficiently”. The structured environment of gaming seems to foster a disciplined approach to academic responsibilities. S6 delved deeper into the cognitive benefits, emphasizing that gaming develops multitasking and time management abilities which enhance study methods and stress management: “It feels like it activates my brain, making me think more… When you get used to something in a game, you can apply it to different areas… I’ve become more flexible in my study methods… working under pressure helped… I can do multiple tasks even when stressed”.

The ability to handle multiple tasks under pressure, as experienced in gaming, was perceived by students to aid in academic endeavors. While S7 did not directly credit gaming for improved time management, she acknowledged its benefits in academic contexts: “Call of Duty has challenges that must be completed within a certain time, like 15 or 5 min. This helps me with time management during quizzes… I play when I feel free or bored”. Such timed challenges in games can mirror academic scenarios, particularly timed tests and assignments”.

S14 highlighted how gaming fosters essential skills in time management and prioritization, which are crucial for academic success and personal satisfaction: “time management and prioritization… teaches you to manage time and prioritize actions… prioritizing tasks and managing time helps me achieve satisfactory results and high self-satisfaction, similar to achieving goals in games”. S16 underscored the role of games in teaching pressure management, which is invaluable for meeting academic deadlines: “Games teach you to complete tasks under pressure… In The Last of Us, you can’t progress to the next stage without completing all tasks. This approach helps in academic settings where you need to finish assignments thoroughly and on time”.

Reflecting on the long-term benefits, S26 noted how gaming significantly improved their time management skills, leading to better academic performance: “Sholah helped them develop time management skills, which translated to improved performance in academic exams”. Furthermore, S27 provided a specific example with the game ‘Sholah’, which enhanced her mathematical skills and time management, resulting in academic excellence: “This game [Sholah] improved my mathematical skills and pattern recognition… making it easier to solve mathematical equations… In the preparatory year, our math exams were without calculators, and I managed to score an A+… This was thanks to… the influence of this game…”.

S30 explicated the importance of a balanced schedule, asserting that a pre-planned regimen that includes gaming fosters better organization and academic outcomes: “Routinely, if you have a pre-planned schedule and stick to it, balancing study, gaming, and other commitments, I feel it helps one to be more organized and positively affects them”. S31 recognized the educational value of gaming in teaching prioritization and time management through goal-oriented tasks: “collecting certain items within a specific time frame… creates a sense of reward”. This illustrates how gaming can instill a sense of accomplishment and effective time utilization. Finally, S34 emphasized the benefits of maintaining a structured schedule that accommodates gaming, suggesting that it enhances overall organization and academic performance: “Routinely, if you have a pre-planned schedule and stick to it, balancing study, gaming, and other commitments, I feel it helps one to be more organized and positively affects them”.

Students collectively expressed the belief that video gaming, when approached with discipline and balance, can reinforce time management skills. These skills, in turn, contribute to improved academic performance, demonstrating that gaming can be a valuable tool for personal and educational development.

However, the insights of students revealed the complex relationship between video gaming and time management, with many highlighting significant challenges that impact their academic performance. S1 recognized that younger children may particularly struggle with managing their time effectively due to gaming, stating, “Not really. Maybe it’s more of an issue for younger kids who may not manage their time well”. This suggests a developmental aspect where younger individuals may lack the maturity to balance gaming with other responsibilities. S4 emphasized how excessive gaming can detract from academic focus, especially during critical periods such as exams: “Yes. When a new COD release coincided with exams, I focused more on playing than studying”. This highlights the potential for gaming to become a major distraction during important academic periods. S6 provided a personal account of how poor time management from excessive gaming led to academic neglect: “Maybe the time management aspect, as I sometimes spend too much time gaming… It takes up my time… There was a semester where I played a lot, and my grades dropped”. This underscores the direct impact of gaming on academic outcomes when time is not managed properly. For S9, the benefits of gaming in terms of time management were not initially noted, with improvements being limited to reading comprehension: “Not really… In tests that require reading, I found it easier to understand the questions”. This indicates that while there may be some academic benefits, they do not extend to time management. S11 articulated the potential for video games to negatively impact academics if time management is poor: “It could take over all aspects of life… Mostly, it takes up time, and the person doesn’t produce anything. It could negatively impact academic performance if the person doesn’t balance gaming and studies, leading to poor grades”. This highlights the risk of gaming consuming significant amounts of time that could otherwise be used productively. S13 concurred, noting that poor time management due to gaming can adversely affect academic performance: “I think they could waste time, affecting academic performance”. This further reinforces the narrative that without proper time management, gaming can detract from academic success. S23 discussed how gaming can captivate attention, leading to a neglect of academic priorities: “Affected priorities; it really affects priorities,” and “During finals… video games are captivating and you won’t let go”. This suggests that the immersive nature of video games can make it difficult to focus on studies. S24 acknowledged the risk of addiction and academic neglect but emphasizes the importance of setting boundaries: “It affects priorities… really affects priorities”, “Honestly, in high school, I was just starting, so the addiction was very intense”, and “I sat with myself and said it’s not worth it… studying is more important”. This highlights the need for self-regulation and prioritization to mitigate the negative impacts of gaming.

Similarly, S25 discussed the detrimental impact of gaming addiction on academic priorities: “It affects priorities… really affects priorities”, “Honestly, in high school… the addiction was very intense”, and “There was one instance… A new game was released… I got bad grades”. This reiterates the challenge of maintaining academic performance in the face of gaming addiction. S27 noted the specific issue with shooter games consuming excessive time and negatively impacting academic performance: “The issue with shooter games is that they can take up a lot of time… which can negatively impact academic performance… you might delay assignments because your friends want to play…” This illustrates how certain types of games may be particularly problematic.

S28 and S29 both discuss struggles with time management due to gaming, but also emphasize efforts to prioritize academics: “The most is they took up my time, to be honest. Sometimes when I’m stressed, I really want to leave and play. Sometimes, my desire overcomes me, and I go play instead of doing something important” S28, and “I’ve tried to focus on not wasting time on games during study time and leave more important things” (S29). S30 acknowledged issues with poor time management due to gaming, despite recognizing some benefits: “Yes, previously I had concerns because… I faced issues like poor time management or not setting priorities”. S32 recognized the risk of addiction and its negative impact on priorities and academics, emphasizing the importance of effective time management: “It affects priorities; it really affects priorities”. Lastly, S33 mentioned a tendency to become carried away with gaming, which affects academic responsibilities: “Sometimes I get carried away and don’t pay attention to time, and I either oversleep or forget to study, so that affects me”.

Consequently, while video gaming can offer some benefits, students consistently highlighted significant challenges related to time management and academic performance. These challenges address the need for balanced gaming habits and effective time management strategies to mitigate the potential negative impacts on academic life. This subjective view requires further investigation to establish any broader relevance.

3.2.2. Theme 2: Integrating Gaming Elements into Academic Settings

The perspectives shared by students highlighted a progressive outlook on integrating gaming elements into academic settings, emphasizing their potential to enhance engagement, practical learning, and skill development. This theme emerged five subthemes: enhanced engagement, enjoyment, and motivation, practical learning and skill development, subject-specific applications of educational games and simulations, creativity and design inspiration in educational settings, and challenges and scepticism.

Enhanced Engagement, Enjoyment, and Motivation

In recent years, there was a significant shift in classroom dynamics, moving away from traditional lectures and note-taking to more interactive and engaging methods [29]. This change was perceived by students to be driven by the integration of games and gamified elements into educational environments, which they felt enhanced engagement and enjoyment in learning. S1 articulated this transformation by stating, “Using games like “Kahoot” for quizzes and incorporating game elements into group assignments would make learning enjoyable”. This enthusiasm highlights a growing recognition that learning, often perceived as monotonous, can be transformed into an enjoyable and engaging activity. The student further emphasizes, “Definitely… It would make learning more fun and engaging”, supporting the notion that video games can enhance the learning experience. S6 further supported this perspective, noting the dual benefits of combining games with learning: “Combining games with learning can make students more engaged and participative, reinforcing information practically”. This comment underscores the dual advantages of this approach: increased student engagement and practical reinforcement of knowledge. The competitive and interactive nature of games encourages active participation, moving students from passive recipients to active learners. Similarly, S31 succinctly summarized the impact of educational games: “Using educational games to make learning enjoyable”. This statement reflects a broader acceptance of the role of enjoyment in education. When learning is enjoyable, it transitions from a compulsory task to an activity that students eagerly anticipate. S14 proposed specific strategies for integrating gaming elements into academic settings: “Yes, we can incorporate gaming elements like challenges and rewards into academic settings to make learning more interactive and motivating”. This vision involves transforming each lesson into a quest, each assignment into a challenge, and each correct answer into a step toward a reward. Such video games can create a dynamic and motivating learning environment.

Overall, the integration of games and gamified elements in educational settings can transform classrooms into vibrant learning spaces. This approach was perceived by students to enhance their engagement, intrinsic motivation, and overall enjoyment of learning. The perspectives of these students highlight a shared vision for an educational experience that blurs the lines between work and play, leading to a deeper and more meaningful engagement with the material. These accounts are self-reported and require further objective analysis.

Practical Learning and Skill Development

Based on the verbatim transcripts, the integration of games and simulations in educational settings was discussed as it creates interactive laboratories where students can develop practical skills and apply their knowledge in simulated environments. This approach was perceived by students to enhance engagement and prepare them for real-life challenges, potentially bridging the gap between academic learning and practical application. Through this experiential learning journey, students can gain the confidence and competence needed to navigate complex situations, making education a truly immersive and impactful experience.

S11 highlighted this transformation: “Games can help students visualize colors and resources before starting real-life projects”. This ability to manipulate virtual environments enables students to interact with complex concepts tangibly, bridging the gap between abstract ideas and their real-world applications. Such visualization prepares students for practical tasks by providing a foundational understanding of the necessary components and processes. Expanding on this, S15 discussed the broader impact of integrating video games into academic settings: “Integrating video games into academic settings can help students develop essential skills, even those who don’t usually play games”. This statement underscores the inclusive potential of educational games, which can reach a diverse range of students and equip them with crucial skills, including critical thinking, problem solving, and collaboration. S21 voiced the benefits of multiplayer simulations in specific fields: “Multiplayer simulations in healthcare and historical settings can cultivate practical skills”. In these simulated environments, students can work collaboratively to make critical decisions, such as managing patient care in a virtual hospital or navigating historical events as a team. These simulations offer a safe space for experiential learning, allowing students to practice and refine their skills without the high stakes associated with real-world scenarios. S6 reinforced the practical benefits of combining games with learning: “Yes, it could positively affect learning… Combining games with learning can make students more engaged and participative, reinforcing information practically”. This approach transforms passive education into an interactive experience, encouraging active engagement and reinforcing knowledge through practical application. Lastly, S12 encapsulated the essence of experiential learning: “I think games are a great example of learning through experience. They provide scenarios where we can gain experience without real-world consequences”. This perspective highlights the value of simulations and games in offering realistic scenarios for learning by doing, fostering a deeper understanding of the subject matter. However, these subjective opinions need further exploration through empirical study.

Subject-Specific Applications of Educational Games and Simulations

The integration of subject-specific games and simulations was seen as transforming traditional classroom dynamics. This innovative approach offered students a hands-on, immersive way to apply theoretical knowledge, thereby enhancing learning outcomes. S11 underscored the impact of these innovations: “Subject-specific games, such as chemistry games, to apply theoretical knowledge practically”. Through interactive simulations, students can experiment with various compounds and observe the immediate results of their actions. This practical application of theoretical concepts was perceived by students to reinforce learning and increase engagement and retention. S15 emphasized the tailored nature of educational games for specific fields: “Educational games tailored to specific fields of study, such as medical games for healthcare students”. In these specialized environments, healthcare students can practice surgical procedures or patient diagnostics in a risk-free setting, gaining valuable experience and confidence before entering real-world clinical environments. These targeted games provide a safe space for skill development and refinement. The use of immersive technology was highlighted by S6: “Using virtual reality to show real-size muscles can be more engaging and educational”. For instance, in a biology class, virtual reality (VR) can bring the human anatomy to life. Students can explore the intricacies of the muscular system in three dimensions, enhancing their understanding through an interactive, visual experience that traditional textbooks cannot offer. S16 discussed the broader benefits of incorporating technology into education: “Instead of traditional teaching methods, using video games and graphic design can help students understand and retain information better”. By leveraging the visual and interactive nature of video games and graphic design, educators can present complex information in a more accessible and engaging format. This approach caters to diverse learning styles, facilitating better comprehension and retention. Finally, S23 envisioned how games can transform the learning of subjects such as mathematics: “Games that involve mathematics… making the curriculum enjoyable”. In a math class, students might engage in adventures and solve puzzles requiring mathematical reasoning to progress. These games convert abstract concepts into tangible challenges, making learning mathematics both enjoyable and rewarding.

Incorporating subject-specific games and simulations into the curriculum created dynamic learning environments. These tools provide students with practical, immersive experiences that deepen their understanding and retention of complex concepts. By tailoring educational games to specific fields of study, educators can design engaging and effective learning experiences that prepare students for real-world applications, thereby making education both enjoyable and impactful. These subjective impressions need to be validated through further research.

Creativity and Design Inspiration

This theme showed that incorporating video games and graphic design into educational settings transforms traditional learning methods into creative, engaging experiences. These tools were perceived by students to provide new sources of inspiration, encouraging them to explore their creativity and apply their knowledge in innovative ways. By integrating these elements, educators can foster an environment where creativity and learning go hand in hand, making education a more dynamic and stimulating experience. For example, S16 provided a vivid example of this shift: “Instead of traditional teaching methods, using video games and graphic design can help students understand and retain information better”. She illustrated this with an example from ‘Call of Duty’, where design elements were effectively integrated into an academic presentation. By utilizing the compelling visual and narrative techniques found in popular video games, educators can create presentations that captivate students’ attention and make complex concepts more accessible. S12 echoed this sentiment, highlighting the creative potential of games: “Games like Overwatch are sources of design inspiration that stimulate creativity in academic settings”. In the vibrant, intricately designed worlds of ‘Overwatch’, students find a wealth of visual and conceptual ideas that can spark their creativity. These immersive environments encourage students to think outside the box and bring fresh perspectives to their academic work. S30 pointed to the cognitive benefits of puzzle games: “Puzzle games stimulate creative thinking and practical application of knowledge”. In games that require solving complex puzzles, students develop critical thinking and problem-solving skills. These games challenge students to apply their knowledge creatively, fostering an environment where practical application and innovation go hand in hand. S1 discussed the benefits of interactive platforms: “Platforms like Kahoot promote quick thinking and active participation”. In a fast-paced quiz game such as ‘Kahoot’, students must think on their feet, making quick decisions and engaging actively with the material. This kind of interactive learning promotes not only creativity but also a dynamic, participatory classroom atmosphere. Further objective studies are required to validate these perceptions.

Challenges and Scepticism in Integrating Educational Games

As the educational landscape increasingly embraces games and video games, the reception is not uniformly enthusiastic [30]. A blend of cautious optimism and skepticism accompanies this innovative shift, underscoring the need for careful consideration in the implementation of gaming mechanics within educational contexts. The integration of gaming mechanics into education was met with both excitement and caution. Voices such as those of S23 and S31 reminded us that while the promise of educational games is substantial, their design and application must be carefully considered to truly benefit students. Students believed that this balanced approach could ensure that educational innovations remain both practical and enjoyable, potentially leading to a more engaging and effective learning experience. In this regard, S23 exemplified this cautious optimism, stating: “Incorporating gaming mechanics into educational contexts holds promise, but it’s crucial that the educational games developed are both enjoyable and practical”. This perspective underscores the potential benefits of educational games while emphasizing the importance of their design. For educational games to be effective, they must strike a balance between engagement and practicality, ensuring that they capture students’ interest while serving as effective learning tools. Similarly, S31 articulated a reserved stance: “I am skeptical about directly importing game mechanics into educational practices, but I support the idea of using educational games to make learning enjoyable”. This skepticism reflects a concern that not all aspects of gaming culture are suitable for educational purposes. However, there is a recognition of the value in creating games specifically designed to enhance the learning experience, making education more enjoyable and potentially more effective. While the potential for enhancing engagement and learning is significant, it must be approached with careful planning to ensure that the games are not only fun, but also aligned with educational objectives.

4. Discussion

The demographic characteristics of the sample population provide a crucial context for interpreting the findings of this study. The sample consisted of 45 university students, with 40 valid responses included after accounting for exclusions due to incomplete interviews or lack of consent. The majority of participants were 22 years old (27.5%), with females representing a larger portion of the sample (57.5%). A diverse range of university majors was represented. This diversity in academic backgrounds is crucial, as it ensures a wide array of perspectives and experiences are considered, which can influence how students interact with video games and perceive their impact on academic performance and creativity. Previous research demonstrated that students from different fields of study may have varying levels of engagement with video games and distinct attitudes towards their educational value [3,31].

The participants were predominantly in their fourth year of study (40%), which indicates a mature understanding of their academic environment and potentially more developed opinions on the role of video games in their educational experience. This level of academic progression is significant, as it suggests that the respondents had ample time to reflect on their study habits and the external factors that influence their academic performance.

The GPA distribution showed that a significant proportion of students had a GPA of 4 out of 5 (47.5%), indicating a generally high-achieving sample. This aspect is particularly relevant, as it suggests that the sample includes students who are likely to be highly motivated and possibly more critical in evaluating the impact of video games on their academic success. However, while the GPA data provide an overview of the participants’ academic standing, it is also important to explore how their specific gaming habits may influence academic outcomes. Research suggests that video games, particularly those involving strategic planning, problem solving, and teamwork, may enhance cognitive skills such as critical thinking and time management, which are directly transferable to academic success [4]. In our sample, participants who reported engaging with action and strategy games, such as ‘Call of Duty’ and ‘Minecraft’, tended to have higher GPAs, suggesting a potential relationship between these cognitive benefits and academic performance. Studies show that high-achieving students often engage in more structured and purposeful gaming activities, which can positively correlate with enhanced cognitive and creative skills [32]. Although this study does not establish a causal link, these patterns indicate that certain types of video games may contribute positively to academic outcomes, warranting further investigation.

The high GPA among participants may also suggest a correlation between academic performance and the engagement with video games, and future research should adopt a longitudinal approach to examine how gaming impacts academic performance over time and should include more objective measures of both gaming behavior and academic performance.

The gaming habits of the participants, with an average of 11.1 years of gaming experience, indicate a long-term engagement with video games, providing a robust foundation for examining the potential impacts on cognitive and academic performance. This prolonged exposure is significant, as it aligns with the findings of Fabio, Ingrassia, and Massa (2021), who noted that long-term gamers often develop enhanced problem-solving skills and cognitive performance [33].

The first theme emerging from the study is the enhancement of various creative skills through video game engagement. Participants indicated that playing video games fosters problem-solving abilities, critical thinking, teamwork, and time management. They specifically mentioned that games such as the ‘Souls’ series and ‘Uncharted’ series require creative thinking and strategic planning to overcome challenges. This finding aligns with the body of literature that explores the cognitive benefits of video gaming. Birgili (2015) emphasized the role of problem-based learning environments in enhancing creative and critical thinking skills [5], which resonates with the problem-solving aspects highlighted by the participants in this study. Similarly, Lopez and Fabricatore (2012) reported that the process of creating video games stimulates students’ creativity, further supporting the idea that engagement with games, whether through playing or designing, promotes creative thinking [34].

Granic, Lobel, and Engels (2014) provided a comprehensive review of the cognitive, motivational, emotional, and social benefits of playing video games, noting that such activities can improve problem-solving skills and enhance cognitive flexibility. They argue that the dynamic and interactive nature of video games requires players to adapt to new situations, think on their feet, and develop innovative solutions, which are critical components of creative thinking [4].

Moreover, Griffiths (2002) discussed the educational benefits of video games, suggesting that they can be powerful tools for teaching and learning. He highlighted that games provide a context for players to experiment with different strategies and outcomes, which can lead to the development of higher-order thinking skills, including creativity and problem solving [21].

De Grove, Cauberghe, and Van Looy (2014) examined the individual motives for playing digital games and found that players often engage with games to achieve mastery and experience challenges [35]. This intrinsic motivation can lead to the development of skills that are transferable to other areas of life, such as academic and professional settings. The participants in the current study reported similar experiences, where the challenges and complexities of games helped them hone their creative and problem-solving abilities. Boot et al. (2011) investigated the effects of video game playing on attention, memory, and executive control, concluding that gaming can enhance these cognitive functions [36]. These findings are consistent with the current study, where participants reported improvements in critical thinking and time management, which are aspects of executive control.

Moreover, a study by Adachi and Willoughby (2013) found that adolescents who played strategic video games demonstrated improved problem-solving skills and academic grades over time [12]. This suggests that the skills developed through gaming can have a positive impact on academic performance, which is consistent with the experiences reported by university students in the current study.

In addition, research by Blackwell et al. (2014) on young adults and college students showed that gaming can positively influence cognitive and social skills. They found that students who engaged in gaming reported higher levels of engagement and creativity in their academic work, supporting the findings of this study that gaming enhances transferable creative skills [37].

Recent studies continue to support these findings. For example, a study by Hamari et al. (2016) showed that university students who played video games developed better problem-solving skills and displayed higher levels of creativity in their coursework [31]. Similarly, Bowman, Wasserman, and Waite (2021) found that strategic games specifically enhanced students’ critical thinking and teamwork skills, which are essential for academic success [38].

The second theme focuses on the practical application of the creative skills developed through gaming in academic settings. This theme is further divided into five subthemes: enhanced engagement and motivation, practical learning, subject-specific applications, creativity and design inspiration, and the balance between educational and entertainment value.

Students perceived that incorporating gaming elements into their academic experiences enhanced their engagement and motivation. This finding aligns with recent study by Dindar and Mutlu-Bayraktar (2021), which found that digital game-based learning environments significantly improve academic performance and engagement among university students [39]. Similarly, Hamari et al. (2016) demonstrated that gaming in education can increase student engagement and motivation by making learning more interactive and enjoyable [31].

The practical application of educational games was another subtheme identified. Students highlighted how games help them apply theoretical knowledge in real-world scenarios, making learning more meaningful. This aligns with Connolly et al. (2019), who emphasized that serious games designed for educational purposes can enhance learning outcomes and foster critical thinking skills among young adults [40]. Adžić et al. (2021) also supported this, noting that gamified learning experiences can bridge the gap between theory and practice, thereby enhancing students’ understanding and retention of complex concepts [9].

Participants discussed the potential for educational games to be tailored to specific subjects, enhancing their understanding of complex topics. This perspective is supported by Jackson et al. (2012), who found that university students who played video games demonstrated improved spatial skills and cognitive flexibility, which are valuable in academic tasks that require visualization and adaptability [41]. Furthermore, Przybylski and Mishkin (2016) highlighted the benefits of using subject-specific educational games to improve learning outcomes, noting that these games can make learning more engaging and effective [42].

Students also emphasized the role of gaming in fostering creativity and inspiring design thinking. This observation aligns with the findings of Lopez and Fabricatore (2012), who demonstrated that game design projects can foster creativity and innovation among students [34]. Similarly, Vorderer, Klimmt, and Ritterfeld (2004) found that video games can enhance engagement and motivation in academic contexts, supporting the notion that gaming experiences can positively impact students’ creative and academic performance [43].

Lastly, students discussed the importance of balancing educational content with entertainment value in games. This balance is crucial, as noted by Anderson and Dill (2000), who concluded that non-violent games can have positive effects on cognitive skills and suggested that educational games should maintain a balance between learning and enjoyment to maximize their effectiveness [44]. Additionally, Gentile et al. (2011) emphasized that while excessive gaming can have negative consequences, moderate and controlled gaming can enhance cognitive skills and academic performance, highlighting the importance of balance in the design of educational games [45].

5. Conclusions

In conclusion, this study highlights the perceived potential of video games to enhance creative thinking and related skills among university students, based on their subjective experiences. By fostering problem-solving abilities, critical thinking, teamwork, and time management, video games may serve as valuable tools for academic and personal development. Integrating these insights into educational practices could lead to more engaging and effective learning experiences. Further research is required to confirm these findings.

6. Limitations

One limitation of the study is the relatively small and homogeneous sample size. While the findings provide valuable insights, a larger and more diverse sample could enhance the generalizability of the results. Future research should aim to include a broader demographic to validate and extend these findings. Additionally, the reliance on self-reported data introduces the possibility of bias, as participants may overestimate or misinterpret the effects of gaming on their creative thinking skills. Because these are subjective perceptions, the findings cannot be considered conclusive or generalizable without additional evidence. Future studies could incorporate objective measures of creativity and problem-solving skills to complement self-reported data.

7. Future Work

Future research should explore the long-term effects of video game engagement on creative thinking. Moreover, experimental studies that manipulate the type and duration of video game play could provide causal evidence of the relationship between gaming and creative thinking. Comparing different game genres and their specific impact on various cognitive skills would further clarify which types of games are most beneficial for creativity enhancement. Investigating the impact of video games on creative thinking across different educational contexts and age groups would provide a more comprehensive understanding of their potential benefits. Studies could examine how these skills develop in primary, secondary, and higher education settings, as well as in diverse cultural contexts. This broader scope is necessary to fully understand the educational implications of gaming.