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dc.contributor.authorSelfa Sastre, Moisés
dc.contributor.authorPifarré Turmo, Manoli
dc.contributor.authorCujba, Andreea
dc.contributor.authorCutillas Alberich, Laia
dc.contributor.authorFalguera García, Enric
dc.date.accessioned2022-03-01T09:51:19Z
dc.date.available2022-03-01T09:51:19Z
dc.date.issued2022
dc.identifier.issn1664-1078
dc.identifier.urihttp://hdl.handle.net/10459.1/73124
dc.description.abstractThe importance of cultivating creativity in language education has been widely acknowledged in the academic literature. In this respect, digital technologies can play a key role in achieving this endeavour. The socio-cultural conceptualization of creativity stresses the role of communication, collaboration and dialogical interaction of creative expression in language education. The objective of this paper is to study the literature focusing on cases of collaborative creativity and technology embedded in language education. To this end, we carry out a systematic revision of state-of-the-art literature consisting of 26 blind peer-reviewed empirical studies selected from several databases that address our main research question, namely, which specific roles and forms of digital technology can be identified in the existing literature that support collaborative creativity in language education. Results show that the features of digital technology unfold a range of learning opportunities in language education and can play three different roles in promoting collaborative creativity: (1) as a tutoring device that guides the implementation of key co-creation skills; (2) as a tool that enables and shapes the development of co-creative thinking skills; and (3) as a medium that creates rich and resourceful environments to stimulate the emergence of collective creative processes. The paper also reveals that these three roles can be performed using a wide range of interactive technologies that encourage students to participate in a rich, co-creative language learning experience and equip learners with key competences to approach complex problems in a globalised and hyper-connected world. Finally, this paper may contribute to developing future language technology-enhanced learning projects capable of promoting key collaborative and creative processes.ca_ES
dc.description.sponsorshipThis research has been funded by the Ministry of Science and Innovation of the Government of Spain under Grant EDU2019-107399RB-I00.ca_ES
dc.language.isoengca_ES
dc.publisherFrontiers Mediaca_ES
dc.relationMINECO/PN2017-2020/EDU2019-107399RB-I00ca_ES
dc.relation.isformatofReproducció del document publicat a https://doi.org/10.3389/fpsyg.2022.828981ca_ES
dc.relation.ispartofFrontiers in Psychology, 2022, vol. 13, 828981ca_ES
dc.rightscc-by (c) Selfa-Sastre, Pifarré, Cujba, Cutillas, Falguera, 2022ca_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectCreativityca_ES
dc.subjectCollaborationca_ES
dc.subjectTechnologyca_ES
dc.subjectLanguageca_ES
dc.subjectEducationca_ES
dc.titleThe Role of Digital Technologies to Promote Collaborative Creativity in Language Educationca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec031980
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2022.828981


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cc-by (c) Selfa-Sastre, Pifarré, Cujba, Cutillas, Falguera, 2022
Except where otherwise noted, this item's license is described as cc-by (c) Selfa-Sastre, Pifarré, Cujba, Cutillas, Falguera, 2022