Development of Creative Abilities of Primary School Students through Game Technologies (Based on the "World Recognition" Subject)

Abstract

The study investigates the impact of game-based learning technologies on the development of creative abilities among primary school students within the "World Recognition" curriculum. Using a mixed-methods approach involving 85 primary school teachers and 120 students in Kazakhstan, the research examines how interactive play, role-playing, and cognitive games stimulate divergent thinking and emotional engagement. The results indicate that systematic integration of game technologies significantly increases student participation and curiosity compared to traditional rote learning. A majority of teachers reported that games help students visualize complex environmental concepts and express original ideas more freely. However, the study also identifies barriers such as limited time for game preparation and a lack of specialized digital gaming resources tailored to the Kazakhstani curriculum. The study concludes that game-based technology is a vital pedagogical tool that transforms the classroom into a dynamic creative laboratory. These findings suggest that curriculum designers should prioritize the inclusion of structured game-based tasks to foster early-stage innovation and cognitive flexibility in young learners