THINKING OUT OF THE BOX, ENHANCING CREATIVITY AND DIVERGENT THINKING THROUGH CHESS TRAINING

David Chandran,Veena Easvaradoss,Suneera Abraham,Ebenezer Joseph

doi:10.21575/25254782rmetg2021vol6n11525

Abstract

Creativity is the tendency to create or recognize ideas, alternatives, or possibilities that may be useful in solving problems. It is the ability to produce work that is both novel (i.e., original, unexpected) and appropriate (i.e., adaptive concerning task constraints). This study analyzed the effect of 2-year chess training program on the creativity of school-going children. A pretest–posttest with control group design was used. The training methodology comprised Winning Moves Chess Learning Program with the demonstration board, on-the-board playing and training, chess exercise through workbooks, and working with chess software, which was carried out by trained chess coaches. Analysis of Covariance (ANCOVA) revealed that there was a statistically significant increase in Total Creativity observed in the experimental group compared to the control group after 2-year chess intervention and the effect size was small as assessed by Cohen’s d. It is clear that the outcome of this rigorous, yet enjoyable, training methodology was the enhanced cognitive abilities that were reflected in increased creativity scores. Improving creativity through chess intervention could lead to enhanced functioning. These increases have far-reaching benefits for academic performance and generally for life skills. Therefore, the potential educational gains of interventions are valuable and should be explored.

Highlights

Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others (FRANKEN, 1982)
The broad and complex multidimensional concepts of creativity can be measured by Torrance Tests of Creative Thinking (TTCT; TORRANCE, 1964, 1990a, 1990b) and the Wallach–Kogan Creativity Test (WKCT; WALLACH & KOGAN, 1965)
The WKCT (WALLACH & KOGAN, 1965) is similar to the TTCT in that it focuses on divergent thinking and assesses both visual and verbal content

Summary

Introduction

Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others (FRANKEN, 1982). Creativity is defined as “the ability to produce work that is both novel (i.e. original, unexpected) and appropriate (i.e. adaptive concerning task constraints)” (STERNBERG, 1999). These definitions emphasize the concept of both fluency and novelty in the responses that have been generated. Productivity (the ability to generate a variety of ideas through divergent thinking) 4. The ability to produce an outcome of value and worth A creative or divergent thinker is described as the person who pushes the boundaries of ability and knowledge and is able to reconsider the problem to find different perspectives and solutions and ignore distractions that can negatively affect his or her productivity (SACCARDI, 2014). Many countries are increasingly placing a high priority on stimulating creative thinking at the school level

Objectives

Methods

Results

Conclusion