The studies done on the effect of computer technology usage and computer games over the students

creativity are not similar. Many researches demonstrate the improvement of children creativity after
using computer technology and computer games (Roe and Mujis, 2000; Tuzun, 2004; Lee, 2005; Zap,
2006). Other research (MacPherson, 2004) show that there is no difference in the children creativity
before and after using computer technology and computer games. Zap (2006) concluded that in
recognition of skills and problem solving, children who played computer games scored significantly
higher than those who did not. He also stated that computer and video games are useful tools for the
development of children's cognitive skills and problem solving. According to Gelfond and Salonius-
Pasternak (2005), computer games, given diverse and quality to children and teenagers games, offer
diverse methods for problem solving and these methods can help in development of student's high-
level cognitive skills. MacPherson (2004) believed that teenagers using computer games are faced with
the problem of cognitive skills. According to MacPherson games are barrier to the growth potential of
children imagination and creativity. For Tuzun (2004) computer games strengthen creativity,
imagination, motivation, partnership, and cooperation among children and help in their problem
solving. According to Gerinfild (Quoted in Roe and Muijs, 2000), computer and video games can cause
skills development, problem solving learning through trial and error, and the ability to understand and
control. Games can easily transfer skills to other activities that need the same type of cognitive skill.
Bomen and Rooter (sited in Manteghi, 2001) found that some of computer games have the necessary
flexibility, and lack of a clear structure, provide increase creativity to children and teenagers, and
increases the amount of their ability for problem solving. Computer games and academic performance
of students is also a concern of computer games among children teenagers (Craft, 2000; Heppell, 1999).
Fans of computer games considered games as sources of learning and entertainment. Activities in
computer games can increase coordination between eye and hand or teach special skills for visualization
space or mathematics (Donchin, 1983, Levin and kareev, 1981 - quoted in Ranker, 2006). Studies of
Abdolkhaleghi et al. (2006); Ramezankhani et al. (2008); Roe and Muijs (2000); and Russell (2006) also
showed that rate of playing computer games has negative correlation with student achievement; while
other research (Durkin and Barber, 2002) showed that there is no negative relationship between
computer games and educational attainment. This study attempts to answer the following questions:

i.) What impact computer games have on creativity? ii.) Is there a significant relationship between
creativity and students academic progress? iii.) Are there significant differences between boys and girls
in terms of creativity?
The Positive Aspects of Video Game Use

According to Lenhart et al,. (2008) many parents worry about the effect of playing violent video games
will have on their children. It is legitimate to worry, but new research shows that many children do not
play violent video games. It is found that only 3 of the top 10 most frequently played games by teens are
violent.

It also stated by Lenhart et al,. (2008) that video gamers parents worry that videogames may lead to
social isolation. However, for many teens, gaming is a social experience. Sixty-five percent of game-
playing teens play with other people in the room and 27% connect with others through the Internet
while they play. Since gaming is oftentimes social, players encounter a spectrum of different types of
behaviors while gaming. Sixty-three percent of teens who play games saw or heard people being mean
and overly aggressive while playing and 49% saw or heard people being hateful, racist or sexist while
playing). However, nearly 75% of these teens responded to these situations by asking the aggressor to
stop at least some of the time. Additionally, 85% of the teens who viewed these behaviors also saw
other players being helpful or generous while playing.

According to Bavelier (2012) another concern is that too much screen time is bad for childrens eyesight.
However, when given an eye test, action video gamers had better than normal. They were better able to
resolve fine detail and were also better able to resolve different levels of gray, which means they are
better able to pick out details while driving in fog.

On the other hand, Green, Sugarman, Medford, Klobusicky, & Bavelier (2012) stated that gaming also
increases the ability to switch tasks, or repeatedly switching between email, a chat program, a music
player or many other programs that are running and available simultaneously.. This has become an
increasingly important skill as new technologies emerge and are integrated into our daily lives. A study
done with older teens found that action video game players were better able to switch tasks than non-
players. Action video gamers were also better at solving tasks that measured attention and were better
than normal at tasks involving tracking objects. Though the study was conducted in a lab setting, in the
real world, this means that action video gamers may be better at tracking things while they are driving,
such as the other cars around them and animals near the road.

Video games also have educational potential. Although education-oriented games do not appear in the
ten most frequently played games (Lenhart et al., 2012), they may increase in popularity in the future.
One study (Squire, Barnett, Grant, & Higginbotham, 2004) found that children who played an
electromagnetic simulation game called Supercharged during physics class and received supplemental
materials and interactive lectures from a teacher scored better on conceptual exams than students who
only went to lectures from the same teacher.
Research has also shown that video games requiring physical exertion are appealing to young people,
improve their fitness, and develop motivation for physical exercise (Papastergiou, 2009). Researchers
measured childrens and adolescents aerobic workout while playing an interactive game called Dance
Dance Revolution (DDR) and compared their results to recommendations for physical activity made by
the American College for Sports Medicine (ACSM). They found that participants were within the heart
rate range recommended by the ACSM for achieving an aerobic workout and improving cardiovascular
endurance (Papastergiou, 2009)

Dunifon, R., & Gill, L. (2013). Games and Childrens Brains: What is the Latest Research? (pp. Page 2-3)
Cornell University,