Objective: the main objective of the present study was to investigate the impact of playing with English alphabet on students’ participatory creativity. Methodology: this research was a semi-experimental study with a pretest-posttest design and a control group. The population consisted of all students of Kermanshah Payam-e-Noor University who were passing their specialized English course. Using convenience sampling method, 60 students were selected out of the whole population. Then, the selected students were randomly divided into two groups of experimental and control. Using educational games and routine procedures, students in the experimental group were trained for one semester. The data were collected by the Abedi Test of Creativity (ATC), whose validity and reliability had already been confirmed. The SPSS software was used to statistically analyze the collected data and multivariate analysis of variance (MANOVA) was conductedto test the study’s hypotheses. Results: the results showed statistically significant differences between average scores obtained by the two groups in subskills of Fluency (F=16.015), Elaboration (F=4.576), Originality (F=5.265) and Flexibility (F=6.155), indicating that the used educational games had significant impacts on the mentioned subskills of creativity. Conclusion: according to the results of this study,playing with English alphabet positively affects creativity and learning of university students. In other words, students can be expected to be more creative when playing such educational games.
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