Motivating Pre-School Children To Learn Creative Thinking In Jordan Using Ipad Applications: A Mixed-Methods Approach

Abstract

The review of iPad's literature confirms that the studies are limited only to improving literacy levels among pre-school children. Other aspects of technology on cognition and behaviors among pre-school children are explored. Further, there are conflicting findings of the iPad. Some studies confirm the iPad is a positive tool. Other studies confirm the iPad is a negative tool. The purpose of the study was to examine the effect of iPad applications on the Motivation to learn creative thinking. Secondly, factors influencing the use of iPad applications in a play-based environment were discussed. Lastly, consideration has been made of elements that affect the utilization of iPad applications in a playing context. These applications were subjected to an experimental design incorporated in a mixed-methods approach to a classroom in the kindergarten (n = 51). Significant gains were noted between the control and experimental groups. The MLCT-Scale scores demonstrated that pre-school children in the experimental group gained more Motivation to learn creative thinking than the control group. The iPad applications help students cooperate and engage in a play-based learning environment. Learning creative thinking has increased significantly. Score and high engagement levels indicate that iPad applications can improve creative learning thinking in kindergarten classrooms. Factors affecting the use of iPad applications included the quality of the software, which promotes the engagement of children to learning creative thinking.