This study analyses the coherent integration of creativity into science education modules for eighth-grade students to enhance competence development. The learning modules’ content covered a basic ecological unit about forests, applied as digital or analog lesson. By utilizing the creativity subscales ‘Act’ and ‘Flow’ its analysis resulted in a clear factorial structure. Notably, higher levels of creativity were associated with increased cognitive learning achievements among students, irrespective of the instructional delivery method—be it analog or digital. Particularly, the ‘Act’ and ‘Flow’ dimensions exhibited a promising potential for augmenting learning outcomes in learner-centric, gamified modules. The mentoring role of teachers is supposed to promote a flow state and simultaneously to highlight the significance of autonomy in learning processes. Unexpectedly, there were no discernible gender differences. This research significantly contributes to our understanding of the interplay among creativity, learning success, and instructional modalities within the realm of science education.

本研究分析了将创造力连贯地整合到八年级学生的科学教育模块中，以加强能力发展。学习模块的内容涵盖了关于森林的基本生态单元，作为数字或模拟课程应用。通过使用创造力分量表 “Act” 和 “Flow” ，其分析产生了清晰的因子结构。值得注意的是，更高水平的创造力与学生认知学习成绩的提高有关，无论采用何种教学方法——无论是模拟还是数字。特别是，“行为”和“心流”维度在以学习者为中心的游戏化模块中显示出增强学习成果的潜力。教师的指导作用应该促进心流状态，同时强调自主性在学习过程中的重要性。出乎意料的是，没有明显的性别差异。这项研究极大地有助于我们理解科学教育领域内创造力、学习成功和教学方式之间的相互作用。