IJIET 2026 Vol.16(6): 1595-1604
doi: 10.18178/ijiet.2026.16.6.2624
doi: 10.18178/ijiet.2026.16.6.2624
From Screens to Innovation: Enhancing Creative Thinking through Flipped Classroom Learning in Primary Computer Science Classes
Ali Ahmad Al-Barakat1,2,*, Rommel Mahmoud AlAli3,*, Bushra Ahmad Alakashee1, Suliman Muhammad Qazaqzeh2,
Yusra Zaki Aboud3, and
Mamdouh Mosaad Helali3
1. Department of Education, University of Sharjah, Sharjah, United Arab Emirates
2. Faculty of Educational Sciences, Yarmouk University, Irbid, Jordan
3. The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa, Saudi Arabia
Email: aalbarakat@sharjah.ac.ae (A.A.A.-B.); ralali@kfu.edu.sa (R.M.A.); balakashee@sharjah.ac.ae (B.A.A.); s.m.qazaqzeh@yu.edu.jo (S.M.Q); yozaki@kfu.edu.sa (Y.Z.A.); mhelali@kfu.edu.sa (M.M.H.)
*Corresponding author
2. Faculty of Educational Sciences, Yarmouk University, Irbid, Jordan
3. The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa, Saudi Arabia
Email: aalbarakat@sharjah.ac.ae (A.A.A.-B.); ralali@kfu.edu.sa (R.M.A.); balakashee@sharjah.ac.ae (B.A.A.); s.m.qazaqzeh@yu.edu.jo (S.M.Q); yozaki@kfu.edu.sa (Y.Z.A.); mhelali@kfu.edu.sa (M.M.H.)
*Corresponding author
Manuscript received September 25, 2025; revised October 29, 2025; accepted January 8, 2026; published June 18, 2026
Abstract—The research focused on determining whether the implementation of a flipped classroom pedagogical model would improve the creative thinking skills of students learning primary computer science. Of the 120 students who participated in this quantitative research, 60 made up the experimental group that was exposed to the flipped classroom method while the remaining 60 made up the control group that was taught using traditional methods. To achieve the goals of the research, an entire instructional unit grounded in the principles of flipped learning was developed while creative thinking was measured using the three components of fluency, flexibility, and originality through a pre-test and post-test which served to collect data. The results showed that the experimental group outperformed the control group in all the components of creative thinking which emphasized the value of the flipped classroom in improving the students’ creative thinking skills. The flipped classroom fostered a stimulating, constructivist environment that promoted collaboration and deeper thinking. The research argues that computer science classrooms, especially those aiming to foster advanced thinking skills, should embrace flipped learning more and recommends adoption of strategies that support the integration of flipped methods into educational methods and frameworks while encouraging further research on its impact on other cognitive, psychomotor, and social learning outcomes within different educational environments.
Keywords—flipped classroom, creative thinking, computer science education, digital learning
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—flipped classroom, creative thinking, computer science education, digital learning
Cite: Ali Ahmad Al-Barakat, Rommel Mahmoud AlAli, Bushra Ahmad Alakashee, Suliman Muhammad Qazaqzeh, Yusra Zaki Aboud, and Mamdouh Mosaad Helali, "From Screens to Innovation: Enhancing Creative Thinking through Flipped Classroom Learning in Primary Computer Science Classes," International Journal of Information and Education Technology, vol. 16, no. 6, pp. 1595-1604, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).