Toward Computer-Based Learning Environments that Promote Primary Students’ Creative Thinking

Abstract

This paper presents (a) a theoretical investigation of the evolution of computer-based learning environments (CBLEs), (b) the correlations of CBLEs generations with learning theories and principles and (c) empirical data gathered from a survey of 542 Greek students from the 4th, 5th, and 6th grades. The data analysis reveals that the educational utilization of constructivist CBLEs, which are based on Virtual Reality, has the potential to bridge the gap between computer usage inside and outside school, promote students’ creative thinking and learning, and enhance the accessibility and availability of learning resources. Preliminary criteria for the evaluation and development of such CBLEs are also recommended.