Can magic be used as pedagogy? Investigating its impact on imagination and creativity in digital game design curricula

This study explores how learning magic performance influences imagination and creativity in a digital game design curriculum. Thirty-two university students were randomly assigned to an experimental group (magic-based instruction) or a control group (traditional instruction), with scale survey and EEG assessments conducted before and after the intervention. Results showed that the magic group had significantly higher theta (θ) and beta (β) activity in brain regions linked to creative thinking and visual construction. In contrast, traditional instruction improved structured knowledge but was less effective in enhancing improvisational imagination. Findings support using magic performance as an innovative, neuroscience-informed strategy in game design education.