The relationship between computer games and computer self-efficacy with academic engagement: the mediating role of students’ creativity

Recent developments in EFL) English Foreign Language) have intensified the need for computer games (CGs). However, far too little attention has been paid to this issue. The sample was selected using the two-stage cluster sampling method in this descriptive and correlational study. In the first stage, two institutes for males were randomly selected from 10 institutes (20 institutes for females and 10 institutes for males) from Zanjan city, and 453(lower and upper-intermediate based On Oxford Placement Test) were scrutinized. Of this sample, 25 people did not want to answer, 26 questionnaires were incomplete, and 402 correct questionnaires were examined. Data was collected by using these questionnaires: Computer Game Questionnaire by Sharifi et al.; Academic Engagement questionnaire by Ramazan Ali Zarandag; Creativity by Torrance and was standardized by Seif Hashemi, and Computer Self-Efficacy Questionnaire - A researcher-made questionnaire was used for this variable and it was standardized. The results showed a significant relationship between CG’s experience, computer self-efficacy (CSE), creativity, and academic engagement (AE). This study implies that CGs, CSE, and creativity play an important role in AE. According to the results of the study, it is suggested that CGs-creativity- and network-related classes and courses be held in educational institutions to increase their skills in the field of computers and the Internet. Likewise, CGs and CSE should be addressed more systematically in educational institutions.