SCAMPER

The importance of this study in being one of the studies that are concerned about the involvement of students in the learning process by using an unconventional technique, which may contribute to increasing their learning of offensive skills and developing the level of creative thinking. This study aimed to identify the effect of using SCAMPER on creative thinking and the level of compound attack in fencing among female students. The researcher used the experimental method by using pre and post measurements for creative thinking level by using The Figural TTCT "Torrance Tests of Creative Thinking", and the post-measurement for the compound attack, using two groups, experimental and control, on a sample of (51) second-grade female students on the Faculty of Physical Education, Sadat City University, (11) for survey study, (40) for basic study. The results showed that the level of creative thinking of the study sample was low. There were statistically significant differences between pre and post measurements for the experimental group in each of creative thinking abilities (originality, flexibility, detail perception, fluency), and the total sum of creative thinking in the direction of post-measurements. While for the control group there were statistically significant differences between pre and post measurements in flexibility only and statistically insignificant in each of creative thinking abilities (originality, detail perception, fluency), and the total sum of creative thinking. There were statistically significant differences in the post-measurements between the experimental and the control groups at the level of each of the abilities (originality, flexibility, detail perception, fluency) and the total sum of creative thinking, in the direction of the experimental group.

The goal of this study was to identify whether SCAMPER technique can facilitate development of creative and critical thinking in writing tasks. 12 secondary school students were required to apply SCAMPER technique in composing short stories and poems. The students were assigned into Group 1 that focused on composing short stories and Group 2 that focused on writing poems using the technique. Pre-test and post-test were administered and their responses were assessed using Creativity Rating Scales and SOLO Rubric respectively. The findings showed that students who applied SCAMPER in composing short stories performed better in post-test than the group that utilized it in poems. Hence, the application of SCAMPER technique improvising short stories is more effective in developing critical and creative thinking.

We conducted a comparative study of two structured (SCAMPER, Playgen AddingPlay card kit) and one unstructured (free brainstorming) ideation techniques, aiming to establish their suitability for game design education. We collected data about the techniques' productivity, ease of use, and enjoyability from 100 participants in 60-minute game ideation workshops. Contrary to expectations, the data revealed no statistically significant differences between the techniques. The unexpected results led us to reconsider some of our starting assumptions, pointing to the complex nature of counting and evaluating ideas. Based on this, the discussion outlines some suggestions for future research into ideation in games education.

We conducted a comparative study of two structured (SCAMPER, Playgen AddingPlay card kit) and one unstructured (free brainstorming) ideation techniques, aiming to establish their suitability for game design education. We collected data about the techniques’ productivity, ease of use, and enjoyability from 100 participants in 60-minute game ideation workshops. Contrary to expectations, the data revealed no statistically significant differences between the techniques. The unexpected results led us to reconsider some of our starting assumptions, pointing to the complex nature of counting and evaluating ideas. Based on this, the discussion outlines some suggestions for future research into ideation in games education.