Implementing Digital Tools to Foster Creative Thinking in Students at Cristo Rey School
DOI:
https://doi.org/10.56200/mentor.v5i15.13616Keywords:
Digital tools, creative thinking, basic education, digital skills, educational innovationAbstract
The study evaluated changes in the creative thinking of fifth-grade Basic General Education students at Cristo Rey Fiscomisional School following a pedagogical intervention mediated by digital tools. A quantitative study with a single-group pre-experimental design was conducted, with measurements taken before and after the intervention. Forty-five students participated, and a 16-session didactic sequence was implemented using MindMeister, Popplet, Canva for Education, Pixton, Genially, and Minecraft Education. Creative thinking was assessed through the dimensions of fluency, flexibility, originality, and elaboration. In the initial assessment, 64.44% of the students were classified at the low level and 8.89% at the high level. After the intervention, the proportion at the low level decreased to 11.11%, while the high level increased to 48.89%. Improvements were also observed across all four dimensions, particularly in originality and elaboration. The results indicate an improvement in creative thinking after the intervention; however, the single-group design does not allow the observed changes to be attributed exclusively to the use of digital tools.
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Copyright (c) 2026 Josselinne Pamela Arteaga Fueltala , Gabriela Sofía Lascano Pozo , Paola Alejandra Reina Bravo , Verónica Patricia Rosero Rosero , Erika Karina Naula Márquez , Rosa Alba Chalacán Erazo
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
+593987341121 Email: rjposso@revistamentor.ec
