This research investigated how teachers' thinking style, a unique source of human factor, impact on the feedbacks delivered to students- which may then influence students' follow-up creative behaviors. In addition, creativity is the result of interaction between the individual and the environment. A problem-solving game "Machine 'R'Us" was adopted to engage students in tasks and to encourage their potential in designing their own creative game episodes. We selected sixth-grade elementary students who showed no obvious differences in creativity potential as participants and divided them into four groups (Executive, Legislative, Judicial Type Suggestion group, and control group). After the first game episode design, participants reviewed guiding gatekeepers' diverse suggestions and went on their second game episode design. Twice game episode designs were scored by assessing gatekeepers. We hypothesize that teachers with diverse thinking styles could influence differently on students' creativity performance. Besides, through designing game episodes in a problem solving based gaming environment, students could develop higher-level Abstract thinking ability and creative thinking ability.