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  3. Creativity. Theories – Research – Applications
  4. Creativity. Theories – Research – Applications, 2022, Vol. 9, Issue 1

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/20109
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    Pole DCWartośćJęzyk
    dc.contributor.authorClemente Parra, Xochitl-
    dc.contributor.authorJacques García, Fausto Abraham-
    dc.date.accessioned2026-04-18T07:55:09Z-
    dc.date.available2026-04-18T07:55:09Z-
    dc.date.issued2022-
    dc.identifier.citationCreativity. Theories – Research – Applications, Vol. 9, Issue 1, 2022, pp. 1-25pl
    dc.identifier.urihttp://hdl.handle.net/11320/20109-
    dc.description.abstractThe 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.pl
    dc.language.isoenpl
    dc.publisherUniversity of Białystokpl
    dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 3.0 License-
    dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/-
    dc.subjectcreativitypl
    dc.subjectgamificationpl
    dc.subjectconstructivist learning environmentpl
    dc.subjectelearningpl
    dc.subjectteaching creativitypl
    dc.subjectcreative skillspl
    dc.titleIntegrated Gamification Model in a Constructivist Learning Environment for the Promotion of Creative Skillspl
    dc.typeArticlepl
    dc.rights.holder© 2022 Xochitl Clemente Parra, Fausto Abraham Jacques García, published by University of Białystokpl
    dc.rights.holderThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.pl
    dc.identifier.doi10.2478/ctra-2022-0001-
    dc.description.EmailXochitl Clemente Parra: xparra@laselva.edu.mxpl
    dc.description.AffiliationXochitl Clemente Parra - Universidad Technologica de la Selva Ocosingo, Mexicopl
    dc.description.AffiliationFausto Abraham Jacques García - Universidad Autónoma de Querétaro, Mexicopl
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    dc.identifier.eissn2354-0036-
    dc.description.volume9pl
    dc.description.issue1pl
    dc.description.firstpage1pl
    dc.description.lastpage25pl
    dc.identifier.citation2Creativity. Theories – Research – Applicationspl
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