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<p>The Knowledge Society has highlighted the importance of creativity as a goal competence, which should be fostered in higher education institutions; therefore, it is necessary to integrate innovative educational experiences oriented to the development of creativity complementing the professional training of students. Recent research from psychology and pedagogy reports advances associated with the nature, evaluation, composition, and conditions for teaching creativity that have resulted in successful applications in only one facet of the creative process. In this research, we propose an integrated model for making educational interventions through online courses. This model combines contributions to the teaching of creativity from pedagogy in relation to the pedagogical model, instructional design, and conditions of the teaching-learning process required for the promotion of creativity. It also includes the contributions of psychology in relation to the cognitive processes and skills associated with creativity, the techniques and activities for the development of creative skills, as well as the principles associated with intrinsic motivation based on the theory of self-determination through its application in the learning technique called gamification. The advantage of this integrated model is that it incorporates and fosters multiple components of creativity simultaneously, with the objective of generating creative results of greater breadth and quality.</p>
</abstract>

The Knowledge Society has highlighted the importance of creativity as a goal competence, which should be fostered in higher education institutions; therefore, it is necessary to integrate innovative educational experiences oriented to the development of creativity complementing the professional training of students. Recent research from psychology and pedagogy reports advances associated with the nature, evaluation, composition, and conditions for teaching creativity that have resulted in successful applications in only one facet of the creative process. In this research, we propose an integrated model for making educational interventions through online courses. This model combines contributions to the teaching of creativity from pedagogy in relation to the pedagogical model, instructional design, and conditions of the teaching-learning process required for the promotion of creativity. It also includes the contributions of psychology in relation to the cognitive processes and skills associated with creativity, the techniques and activities for the development of creative skills, as well as the principles associated with intrinsic motivation based on the theory of self-determination through its application in the learning technique called gamification. The advantage of this integrated model is that it incorporates and fosters multiple components of creativity simultaneously, with the objective of generating creative results of greater breadth and quality.

Integrated Gamification Model in a Constructivist Learning Environment for the Promotion of Creative Skills

Universidad Technologica de la Selva Ocosingo

Creativity. Theories – Research - Applications

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The Knowledge Society has highlighted the importance of creativity as a goal competence, which should be fostered in higher education institutions; therefore,...

Integrated Gamification Model in a Constructivist Learning Environment for the Promotion of Creative Skills

Data publikacji: 02 wrz 2022

Zakres stron: 1 - 25

Otrzymano: 24 maj 2021

Przyjęty: 23 cze 2022

DOI: https://doi.org/10.2478/ctra-2022-0001

Słowa kluczowe
creativity, gamification, constructivist learning environment, elearning, teaching creativity, creative skills

© 2022 Xochitl Clemente Parra et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Integrated Gamification Model in a Constructivist Learning Environment for the Promotion of Creative Skills

Data publikacji: 02 wrz 2022

Zakres stron: 1 - 25

Otrzymano: 24 maj 2021

Przyjęty: 23 cze 2022

DOI: https://doi.org/10.2478/ctra-2022-0001

Słowa kluczowecreativity, gamification, constructivist learning environment, elearning, teaching creativity, creative skills

© 2022 Xochitl Clemente Parra et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
creativity, gamification, constructivist learning environment, elearning, teaching creativity, creative skills