@article{HaaseHanel2022,
  author    = {Haase, Jennifer and Hanel, Paul H. P.},
  title     = {Priming creativity: Doing math reduces creativity and happiness whereas playing short online games enhance them},
  series = {Frontiers in Education},
  journal   = {Frontiers in Education},
  publisher = {Frontiers},
  address   = {Lausanne, Schweiz},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2022.976459},
  pages     = {14},
  year      = {2022},
  abstract  = {Creative thinking is an indispensable cognitive skill that is becoming increasingly important. In the present research, we tested the impact of games on creativity and emotions in a between-subject online experiment with four conditions (N = 658). (1) participants played a simple puzzle game that allowed many solutions (priming divergent thinking); (2) participants played a short game that required one fitting solution (priming convergent thinking); (3) participants performed mental arithmetic; (4) passive control condition. Results show that divergent and convergent creativity were higher after playing games and lower after mental arithmetic. Positive emotions did not function as a mediator, even though they were also heightened after playing the games and lower after mental arithmetic. However, contrary to previous research, we found no direct effect of emotions, creative self-efficacy, and growth- vs. fixed on creative performance. We discuss practical implications for digital learning and application settings.},
  language  = {en}
}