The aim of this study was to investigate the effect of playmaking on emotional and cognitive creativity in e-learning of medical students. This study was a randomized controlled clinical trial. Which was performed on medical students in Tehran in the academic year 1401-1400. Using simple random sampling method, 70 students were selected as the sample. After performing the pre-test of the Emotional Creativity Assessment Questionnaire and the Cognitive Creativity Assessment Questionnaire, the sample was tested and divided into two groups of 35 people using a simple random method. Then the experimental group underwent e-learning with games and the control group continued training in the usual way. Data were analyzed using paired t-test. Analysis results; It indicates that cognitive creativity is significantly different from the e-learning platform in terms of expansion, originality, fluidity and flexibility before and after the implementation of the simulation game.Emotional creativity is also significantly different from the e-learning platform in terms of originality,innovation, readiness and effectiveness before and after the implementation of the game.Playmaking in education is one of the most important and best educational tools to increase cognitive and emotional creativity in students. Students are allowed to do new and creative things in this educational method, their curiosity is aroused, they enjoy solving new problems, they easily cope with complex problems and help others to solve their own problems.the use of playmaking in e-learning as a new technology in medical education can strengthen the creativity of medical students and show them a new world of learning.