Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation

Henriksen, Danah; Creely, Edwin; Henderson, Michael; Mishra, Punya

doi:10.1007/s11423-020-09912-z

Cited by 62 publications

(36 citation statements)

References 63 publications

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“…We know that language and mental tasks are often performed better when accompanied by relevant bodily movements, such as the use of gestures to aid speech (Broaders et al, 2007). Yet research has not previously examined the affordances and constraints of VR technologies for embodied communication (Henriksen et al, 2021). This research has demonstrated the modal affordances of VR painting to communicate concepts dynamically using an expanded sensorium that draws on a much larger range of bodily movements than conventional writing and drawing.…”

Section: Discussionmentioning

confidence: 99%

Virtual Reality and Embodiment in Multimodal Meaning Making

Mills

Scholes

Brown

2022

Written Communication

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Immersive virtual reality (VR) technology is becoming widespread in education, yet research of VR technologies for students’ multimodal communication is an emerging area of research in writing and literacies scholarship. Likewise, the significance of new ways of embodied meaning making in VR environments is undertheorized—a gap that requires attention given the potential for broadened use of the sensorium in multimodal language and literacy learning. This classroom research investigated multimodal composition using the virtual paint program Google Tilt Brush™ with 47 elementary school students (ages 10–11 years) using a head-mounted display and motion sensors. Multimodal analysis of video, screen capture, and think-aloud data attended to sensory-motor affordances and constraints for embodiment. Modal constraints were the immateriality of the virtual text, virtual disembodiment, and somatosensory mismatch between the virtual and physical worlds. Potentials for new forms of embodied multimodal representation in VR involved extensive bodily, haptic, and locomotive movement. The findings are significant given that research of embodied cognition points to sensorimotor action as the basis for language and communication.

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Section: Discussionmentioning

confidence: 99%

Virtual Reality and Embodiment in Multimodal Meaning Making

Mills

Scholes

Brown

2022

Written Communication

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“…However, little known research examines the creativity-technology relationship in the classroom or from the perspective of teachers and students. The primary research need may be an emic perspective, in which both practices are experienced and knowledge is given, which can assist in developing knowledge (Henriksen et al, 2021).…”

Section: Future Studiesmentioning

confidence: 99%

Contribution of Mobile Design Applications to Creativity in Visual Arts Education

Dadakoğlu¹,

Bakar-Fındıkçı²,

Özdemi̇r³

2022

IJIAPE

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The unstoppable progress of technology affects all aspects of our lives, including education. Today, researchers are looking to include digital applications and virtual environments in education and instruction processes. This research concerns using digital tools called mobile design applications in visual arts education courses. This research aims to reveal the effect of mobile design applications in the visual arts education course on the creativity of secondary school students. Data were collected through Creativity Level Analytical Rubric (CLAR), which the researchers developed. The study sample consisted of 38 students studying in the 11th grade of a public school in Ankara and was selected randomly. The study lasted 14 weeks. The designs made by the participants using mobile design applications were evaluated using CLAR by three experts who had at least Ph.D. education in the field of visual arts. Obtained scores were interpreted, and as a result, it was concluded that mobile design applications positively affect the participants' creativity.

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“…Innovation and creativity should be, in fact, a most fundamental part of any education [46], and online teaching and learning is no exception [47]. Online instructional and learning tools can contribute to the development of a deep understanding of concepts in subject matters provided that the tools are integrated appropriately into the learning system [48,49].…”

Section: Creativity and Innovation And Student Engagement In Online Learningmentioning

confidence: 99%

High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic

et al. 2021

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All private and public schools in the UAE had to run online classes as they closed their face-to-face classes due to the COVID-19 pandemic in the spring of 2021. In this context, the purpose of this study was to investigate the indicators of high school students’ performance in online chemistry classes in a private school in Al Ain, UAE. A quantitative study with an online survey questionnaire was carried out with 101 participants. The data were analyzed using One-Sample Wilcoxon Signed Ranked Test, Independent Sample Mann Whitney U, Independent Sample Kruskal Wallis H, and Spearman’s Rank Correlation in the Statistical Package for Social Sciences (IBM SPSS 26). The findings revealed that there was a statistically significant positive impact on critical thinking, collaborative skills, creativity and innovation, technology application, class participation, and overall achievement during online and distance learning of chemistry. There was a statistically significant difference in students’ critical thinking, collaborative skills, creativity and innovation, class participation, and achievement by gender and nationality. These skills were not statistically significantly different across students of grades 10, 11, and 12, except for creativity and innovation, which were significantly different between students of grades 11 and 12. All the six indicators of students’ performance had a significant correlation between each other, with the highest correlation between collaborative skills and participation level. These findings indicated that students’ performance in online chemistry classes during the COVID-19 pandemic provided opportunities to develop creativity and collaborative skills, together with better learning achievement as perceived by the students.

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Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation

Cited by 62 publications

References 63 publications

Virtual Reality and Embodiment in Multimodal Meaning Making

Virtual Reality and Embodiment in Multimodal Meaning Making

Contribution of Mobile Design Applications to Creativity in Visual Arts Education

High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic

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