Results are very useful for new approaches to design a framework for learning-team effectiveness in computer-supported collaborative learning. On the other hand, gamification is the only significant tool in non-STEM studies. Thus, gamification, mixed reality, and sharing files are significant ICT-supported pedagogical practices in STEM studies. Finally, these results are shown in science, technology, engineering, and mathematics (STEM) and non-STEM studies. Third, the analysis of indirect effects suggests that all four socio-technical factors (ICT, learning tasks, students, and organisation) existing in online university play a decisive, positive and significant role in collaborative skills development. Second, other tools for ICT-supported pedagogical practices (media content, wikis, open educational resources, personal webpages, personal cloud, and sharing files with fellow students and lecturers on the cloud) are not significant on collaborative skills development, when compared to use of games, mixed reality, and social media. First, collaborative skills are directly explained by gamification and the use of mixed reality and social media in a socio-technical online learning context. Using survey data for 930 online students at the Open University of Catalonia and partial least squares path modelling estimation techniques, three main findings emerged from the study. This article analyses the development of collaborative skills through nine tools for information and communication technologies (ICT)-supported pedagogical practices, which are used in online universities. This research provides new insights, advice, and effective suggestions on how to increase creative skills, motivate, and improve learning outcomes and demonstrate learning with DGBL composition in teaching young students. This study provides an outlook for researchers, game designers, developers in the field of DGBL and creativity. The results demonstrate that the use of DGBL has had an active effect on strengthening children's creative thinking. ![]() Trends and perspectives for the future are also discussed, as DGBL can potentially affect students' ability to develop creative skills and critical thinking, knowledge transfer, acquisition of skills in digital experience, and a positive attitude toward learning. ![]() This classification has been focused on four areas: the objectives of current studies, impact of using technology (tablets, smartphones) on children’s creativity, the theories of creativity in DGBL apps, methods of evaluation creativity. Based on the findings, the author used PRISMA's principles analysis of studies on the characteristics of DGBL technology to enhance creativity and learning. Hence, the author has reviewed the literature regularly over the past decade and found 67 articles, of which only 20 have been considered to be more relevant to the subject matter. The main purpose of this study is to investigate whether DGBL application technologies (tablets and smartphones), can improve creativity skills in preschool children (ages 3–6). Although in the recent study digital game-based learning (DGBL) has the potential to enable new forms of learning, it remains unclear how DGBL applications can impact young students’ creativity.
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