Enactive Interaction in Support of Creative Learning: A Systematic Literature Review

References

• Abrahamson, D., & Bakker, A. (2016). Making sense of movement in embodied design for mathematics learning. Cognitive Research: Principles and Implications, 1(1), 33. https://doi.org/10.1186/s41235-016-0034-3
   PubMedGoogle Scholar
• Ali, S., Park, H. W., & Breazeal, C. (2021). A social robot’s influence on children’s figural creativity during gameplay. International Journal of Child-Computer Interaction, 28, 100234. https://doi.org/10.1016/j.ijcci.2020.100234
   Google Scholar
• Aljughaiman, A., & Mowrer-Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior, 39(1), 17–34. https://doi.org/10.1002/j.2162-6057.2005.tb01247.x
   Web of Science ®Google Scholar
• Aragon, C. R., & Williams, A. (2011, May). Collaborative creativity: A complex systems model with distributed affect. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 1875–1884). Association for Computing Machinery. https://doi.org/10.1145/1978942.1979214
   Google Scholar
• Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1–14. https://doi.org/10.1207/s15327809jls1301_1
   Web of Science ®Google Scholar
• Baranauskas, M. C. C., Duarte, E. F., & Valente, J. A. (2023). Socioenactive interaction: Addressing intersubjectivity in ubiquitous design scenarios. International Journal of Human–Computer Interaction, 1–16. https://doi.org/10.1080/10447318.2023.2188536
   Google Scholar
• Batey, M., & Furnham, A. (2006). Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social, and General Psychology Monographs, 132(4), 355–429. https://doi.org/10.3200/MONO.132.4.355-430
   PubMed Web of Science ®Google Scholar
• Beghetto, R. A. (2016). Creative learning: A fresh look. Journal of Cognitive Education and Psychology, 15(1), 6–23. https://doi.org/10.1891/1945-8959.15.1.6
   Web of Science ®Google Scholar
• Beghetto, R. A. (2021). Creative learning in education. In M. L. Kern & M. L. Wehmeyer (Eds.), The Palgrave handbook of positive education (pp. 473–491). Springer International Publishing. https://doi.org/10.1007/978-3-030-64537-3_19
   Google Scholar
• Bitu, F., Galinon-Mélénec, B., & Molina, M. (2022). Modifying sensory afferences on tablet changes originality in drawings. Frontiers in Psychology, 13, 806093. https://doi.org/10.3389/fpsyg.2022.806093
   PubMed Web of Science ®Google Scholar
• Caceffo, R., Gonçalves, D. A., Bonacin, R., dos Reis, J. C., Valente, J. A., & Baranauskas, M. C. C. (2022). Children’s social interactions within a socioenactive scenario. Computers & Education, 176, 104324. https://doi.org/10.1016/j.compedu.2021.104324
   Web of Science ®Google Scholar
• Cools, S., Conradie, P., Ciocci, M. C., & Saldien, J. (2017, June). The Diorama Project: Development of a tangible medium to foster STEAM education using storytelling and electronics. In Conference on Smart Learning Ecosystems and Regional Development (pp. 169–178). Springer.
   Google Scholar
• Craft, A., Cremin, T., & Burnard, P. (2007). Creative learning 3-11: And how we document it. Trentham.
   Google Scholar
• Csikszentmihalyi, M. (1988). Society, culture, and person: A systems view of creativity. In R. J. Sternberg (Ed.), The nature of creativity (pp. 325–339). Cambridge University Press.
   Google Scholar
• Csikszentmihalyi, M. (1998). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 313–336). Cambridge University Press.
   Google Scholar
• da Silva, T. S., de Melo, J. C., & Tedesco, P. C. (2020, May). Creative learning in problem solving and development of computational thinking. In H. C. Lane, S. Zvacek, & J. Uhomoibhi (Eds.), International Conference on Computer Supported Education (pp. 199–215). Springer International Publishing.
   Google Scholar
• De Jaegher, H. (2009). Social understanding through direct perception? Yes, by interacting. Consciousness and Cognition, 18(2), 535–542. https://doi.org/10.1016/j.concog.2008.10.007
   PubMed Web of Science ®Google Scholar
• Dewey, J. (1986). Experience and education. The Educational Forum, 50(3), 241–252. https://doi.org/10.1080/00131728609335764
   Google Scholar
• Di Paolo, E., Rohde, M., & De Jaegher, H. (2010). Horizons for the enactive mind: Values, social interaction, and play. In J. Stewart, O. Gapenne, & E. A. Di Paolo (Eds.), Enaction: Towards a new paradigm for cognitive science. MIT press.
   Google Scholar
• Dodds, R. A., Smith, S. M., & Ward, T. B. (2002). The use of environmental clues during incubation. Creativity Research Journal, 14(3–4), 287–304. https://doi.org/10.1207/S15326934CRJ1434_1
   Web of Science ®Google Scholar
• Dreyfus, H. L. (2002). Intelligence without representation – Merleau-Ponty’s critique of mental representation. The relevance of phenomenology to scientific explanation. Phenomenology and the Cognitive Sciences, 1(4), 367–383. https://doi.org/10.1023/A:1021351606209
   Google Scholar
• Duarte, E. F., & Baranauskas, M. C. C. (2022). Experience-based constructionism as a basis for HCI education: A case study. International Journal of Human–Computer Interaction, 40(3), 680–700. https://doi.org/10.1080/10447318.2022.2121783
   Web of Science ®Google Scholar
• Eysenck, H. J., & Furnham, A. (1993). Personality and the Barron-Welsh art scale. Perceptual and Motor Skills, 76(3 Pt 1), 837–838. https://doi.org/10.2466/pms.1993.76.3.837
   PubMed Web of Science ®Google Scholar
• Feldman, D. H. (1999). The development of creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 169–186). Cambridge University Press.
   Google Scholar
• Froese, T., McGann, M., Bigge, W., Spiers, A., & Seth, A. K. (2012). The enactive torch: A new tool for the science of perception. IEEE Transactions on Haptics, 5(4), 365–375. https://doi.org/10.1109/TOH.2011.57
   PubMed Web of Science ®Google Scholar
• Giannakos, M. N., & Jaccheri, L. (2018). From players to makers: An empirical examination of factors that affect creative game development. International Journal of Child-Computer Interaction, 18, 27–36. https://doi.org/10.1016/j.ijcci.2018.06.002
   Google Scholar
• Gibson, J. J. (1977). The theory of affordances (Vol. 1, pp. 67–82). Lawrence Erlbaum Associates.
   Google Scholar
• Glaveanu, V. P., Hanchett Hanson, M., Baer, J., Barbot, B., Clapp, E. P., Corazza, G. E., Hennessey, B., Kaufman, J. C., Lebuda, I., Lubart, T., Montuori, A., Ness, I. J., Plucker, J., Reiter‐Palmon, R., Sierra, Z., Simonton, D. K., Neves‐Pereira, M. S., & Sternberg, R. J. (2020). Advancing creativity theory and research: A socio-cultural manifesto. Journal of Creative Behavior, 54(3), 741–745. https://doi.org/10.1002/jocb.395
   Web of Science ®Google Scholar
• Glaveanu, V., Lubart, T., Bonnardel, N., Botella, M., de Biaisi, P.-M., Desainte-Catherine, M., Georgsdottir, A., Guillou, K., Kurtag, G., Mouchiroud, C., Storme, M., Wojtczuk, A., & Zenasni, F. (2013). Creativity as action: Findings from five creative domains. Frontiers in Psychology, 4, 176. https://doi.org/10.3389/fpsyg.2013.00176
   PubMed Web of Science ®Google Scholar
• Griffith, A. (2021). Embodied creativity in the fine and performing arts. Journal of Creativity, 31, 100010. https://doi.org/10.1016/j.yjoc.2021.100010
   Google Scholar
• Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454. https://doi.org/10.1037/h0063487
   Google Scholar
• Kaipainen, M., Ravaja, N., Tikka, P., Vuori, R., Pugliese, R., Rapino, M., & Takala, T. (2011). Enactive systems and enactive media: Embodied human–machine coupling beyond interfaces. Leonardo, 44(5), 433–438. https://doi.org/10.1162/LEON_a_00244
   Web of Science ®Google Scholar
• Karwowski, M., Jankowska, D. M., Brzeski, A., Czerwonka, M., Gajda, A., Lebuda, I., & Beghetto, R. A. (2020). Delving into creativity and learning. Creativity Research Journal, 32(1), 4–16. https://doi.org/10.1080/10400419.2020.1712165
   Web of Science ®Google Scholar
• Kaufman, J. C., & Sternberg, R. J. (Eds.) (2006). The international handbook of creativity. Cambridge University Press.
   Google Scholar
• Kitchenham, B. (2004). Procedures for performing systematic reviews (Vol. 33, pp. 1–26). Keele University.
   Google Scholar
• Li, W., Huang, J. Y., Liu, C. Y., Tseng, J. C., & Wang, S. P. (2023). A study on the relationship between student’ learning engagements and higher-order thinking skills in programming learning. Thinking Skills and Creativity, 49, 101369. https://doi.org/10.1016/j.tsc.2023.101369
   Web of Science ®Google Scholar
• Liang, M., Li, Y., Weber, T., & Hussmann, H. (2021, June). Tangible interaction for children’s creative learning: A review. In Creativity and cognition (pp. 1–14). Association for Computing Machinery. https://doi.org/10.1145/3450741.3465262
   Google Scholar
• Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445–452. https://doi.org/10.3102/0013189X13511661
   Web of Science ®Google Scholar
• Malinin, L. H. (2019). How radical is embodied creativity? Implications of 4E approaches for creativity research and teaching. Frontiers in Psychology, 10, 2372. https://doi.org/10.3389/fpsyg.2019.02372
   PubMed Web of Science ®Google Scholar
• Marcos, R. I. S., Fernández, V. L., González, M. T. D., & Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36, 100663. https://doi.org/10.1016/j.tsc.2020.100663
   Web of Science ®Google Scholar
• Matthews, S., Viller, S., & Boden, M. A. (2020, February). “ … and we are the creators!” Technologies as creative material. In Proceedings of the Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction (pp. 511–518). Association for Computing Machinery. https://doi.org/10.1145/3374920.3374980
   Google Scholar
• Maturana, H. R. (1982). Reflexiones: Aprendizaje o deriva ontogenica. Archivos de Biología y Medicina Experimentales, 15(3–4), 261–271.
   Google Scholar
• Maturana, H. R., & Varela, F. J. (2012). Autopoiesis and cognition: The realization of the living (Vol. 42). Springer Science & Business Media.
   Google Scholar
• Mavri, A., Ioannou, A., & Loizides, F. (2020). The Assessment Scale for Creative Collaboration (ASCC) validation and reliability study. International Journal of Human–Computer Interaction, 36(11), 1056–1069. https://doi.org/10.1080/10447318.2019.1709338
   Web of Science ®Google Scholar
• Mednick, S. (1962). The associative basis of the creative process. Psychological Review, 69(3), 220–232. https://doi.org/10.1037/h0048850
   PubMed Web of Science ®Google Scholar
• Merleau-Ponty, M. (1996). Phenomenology of perception. Motilal Banarsidass Publishing House.
   Google Scholar
• Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
   PubMed Web of Science ®Google Scholar
• Pacheco, B. A., & Souza-Concilio, I. A. (2013, December). Multimodal interfaces: An enactive approach. In 2013 IEEE 4th International Conference on Cognitive Infocommunications (CogInfoCom) (pp. 51–58). IEEE. https://doi.org/10.1109/CogInfoCom.2013.6719302
   Google Scholar
• Pang, W. (2015). Promoting creativity in the classroom: A generative view. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 122–127. https://doi.org/10.1037/aca0000009
   Web of Science ®Google Scholar
• Papert, S. (1986). Constructionism: A new opportunity for elementary science education. Massachusetts Institute of Technology, Media Laboratory, Epistemology and Learning Group.
   Google Scholar
• Resnick, M. (2006). Computer as paint brush: Technology, play, and the creative society. In D. G. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play = learning: How play motivates and enhances children’s cognitive and social-emotional growth (pp. 192–208). Oxford University Press.
   Google Scholar
• Rothenberg, A. (2014). Flight from wonder: An investigation of scientific creativity. Oxford University Press.
   Google Scholar
• Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55(1), 657–687. https://doi.org/10.1146/annurev.psych.55.090902.141502
   PubMed Web of Science ®Google Scholar
• Runco, M. A. (2023). Updating the standard definition of creativity to account for the artificial creativity of AI. Creativity Research Journal, 1–5. https://doi.org/10.1080/10400419.2023.2257977
   Google Scholar
• Sarsani, M. R. (2008). Do high and low creative children differ in their cognition and motivation? Creativity Research Journal, 20(2), 155–170. https://doi.org/10.1080/10400410802059861
   Web of Science ®Google Scholar
• Sawyer, R. K. (2011). Explaining creativity: The science of human innovation. Oxford University Press.
   Google Scholar
• Sawyer, R. K., & DeZutter, S. (2009). Distributed creativity: How collective creations emerge from collaboration. Psychology of Aesthetics, Creativity, and the Arts, 3(2), 81–92. https://doi.org/10.1037/a0013282
   Web of Science ®Google Scholar
• Scheiter, K., Brucker, B., & Ainsworth, S. (2020). “Now move like that fish”: Can enactment help learners come to understand dynamic motion presented in photographs and videos? Computers & Education, 155, 103934. https://doi.org/10.1016/j.compedu.2020.103934
   Web of Science ®Google Scholar
• Shernoff, D. J., & Vandell, D. L. (2007). Engagement in after-school program activities: Quality of experience from the perspective of participants. Journal of Youth and Adolescence, 36(7), 891–903. https://doi.org/10.1007/s10964-007-9183-5
   Web of Science ®Google Scholar
• Sternberg, R. J. (Ed.). (1999). Handbook of creativity. Cambridge University Press.
   Google Scholar
• Sternberg, R. J., & Lubart, T. I. (1993). Creative giftedness: A multivariate investment approach. Gifted Child Quarterly, 37(1), 7–15. https://doi.org/10.1177/001698629303700102
   Web of Science ®Google Scholar
• Sternberg, R. J., & Williams, W. M. (1996). How to develop student creativity. ASCD.
   Google Scholar
• Stewart, J. R., Gapenne, O., & Di Paolo, E. A. (2010). Enaction: Toward a New Paradigm for Cognitive Science. MIT Press.
   Google Scholar
• Sullivan, A., & Bers, M. U. (2018). Dancing robots: Integrating art, music, and robotics in Singapore’s early childhood centers. International Journal of Technology and Design Education, 28(2), 325–346. https://doi.org/10.1007/s10798-017-9397-0
   Web of Science ®Google Scholar
• Thompson, E. (2010). Mind in life: Biology, phenomenology, and the sciences of mind. Harvard University Press.
   Google Scholar
• Thompson, E., & Varela, F. J. (2001). Radical embodiment: Neural dynamics and consciousness. Trends in Cognitive Sciences, 5(10), 418–425. https://doi.org/10.1016/S1364-6613(00)01750-2
   PubMed Web of Science ®Google Scholar
• UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific, Care, E., & Luo, R. (2016). Assessment of transversal competencies: Policy and practice in the Asia-Pacific region. UNESCO: United Nations Educational, Scientific and Cultural Organisation.
   Google Scholar
• Urban, K. K. (1991). On the development of creativity in children. Creativity Research Journal, 4(2), 177–191. https://doi.org/10.1080/10400419109534384
   Google Scholar
• Valente, J. A., Caceffo, R., Bonacin, R., dos Reis, J. C., Gonçalves, D. A., & Baranauskas, M. C. C. (2021). Embodied-based environment for kindergarten children: Revisiting constructionist ideas. British Journal of Educational Technology, 52(3), 986–1003. https://doi.org/10.1111/bjet.13078
   Web of Science ®Google Scholar
• Varela, F. J., Thompson, E., & Rosch, E. (2017). The embodied mind, revised edition: Cognitive science and human experience. MIT Press.
   Google Scholar
• Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian & East European Psychology, 42(1), 7–97. https://doi.org/10.1080/10610405.2004.11059210
   Google Scholar
• Widiger, T. A., & Crego, C. (2019). The Five Factor Model of personality structure: An update. World Psychiatry, 18(3), 271–272. https://doi.org/10.1002/wps.20658
   PubMed Web of Science ®Google Scholar
• Xiong, Z., Liu, Q., & Huang, X. (2022). The influence of digital educational games on preschool children’s creative thinking. Computers & Education, 189, 104578. https://doi.org/10.1016/j.compedu.2022.104578
   Web of Science ®Google Scholar