Abstract In this study, we developed a digital game‐based learning (DGBL) system, called the ToES, to foster students’ creativity. Fifty‐one fifth‐grade students from two classes in a public school in Taipei, Taiwan, were recruited and consented to participate. Both classes consisted of students with mixed abilities studying a foundation unit entitled “Electrical Science” in a natural science course. One class was chosen to be the experimental group (EG) and the other class was the control group (CG). The goal of this study was to examine how different instructional strategies (i.e., traditional instruction and instruction using digital games) affected the students’ creativity and their performance on manual skills. The analytical results indicated that the students’ creativity and their performance on manual skills displayed positive growth when they were involved in acquiring knowledge and resolving tasks in a DGBL environment, which fostered their creativity and facilitated the generation of flow experiences. Moreover, there were three interesting findings related to the use of DGBL: (1) the ToES was an effective learning tool for cultivating the students’ creativity; (2) there was a positive effect of creativity and their performance of manual skills; and (3) the ToES accelerated the improvement of practical behaviors regarding manual skills. Highlights We design a digital game with creativity called the ToES. We prove differences in creativity and manual skills between traditional classroom and digital game‐based environment. Students were able to achieve better learning performances in DGBL environment. DGBL facilitates the generation of flow experience.
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