Jump to ContentJump to Main Navigation
Show Summary Details
More options …

Creativity. Theories – Research - Applications

2 Issues per year

Open Access
See all formats and pricing
More options …

On Co-Creativity in Playful Classroom Activities

Alexander Schmoelz
Published Online: 2017-06-30 | DOI: https://doi.org/10.1515/ctra-2017-0002


Recent research points to the essential role of creativity in coping with and acting in a changing world. It has been shown that individual, collaborative and communal efforts are a core capacity for acting in and coping with ever changing circumstances, such that a novel emphasis on cocreativity has arisen. Yet there is very little research on how to provide occasions for co-creativity in classrooms and so the research problem focuses on enabling co-creativity. Therefore, a playful pedagogical design was created and facilitated in classroom. The qualitative data collection methods involved narrative-Socratic dialogues with teachers and students, field notes, and gameplay videography. The Narrative-Structural Method was used to analyze the research material. The main results show that playful classroom activities provide an occasion for co-creative reframing's, engaging in dialogue, expressing emotions, and co-creating a shared story that is rich in co-determined actions. In conclusion, the pedagogical implications of the results are that classroom activities for co-creativity may facilitate mixed playful pedagogies and empty content spaces, so that children and young people can playfully identify, explore and negotiate shared topics that are novel and meaningful to themselves and others.

Keywords: Creativity Co-Creativity Game-based learning Gamification Storytelling Narrative-Socratic Dialogue Classroom Activities Narrative-Structural Method


  • Altvater, E., & Mahnkopf, B. (1997). Grenzen der Globalisierung: Ö konomie, Ö kologie und Politik in der Weltgesellschaft. Münster: Westfälisches Dampfboot.Google Scholar

  • Amabile, T. M. (1979). Effects of External Evaluation on Artistic Creativity. Journal of Personality and Social Psychology, 37 (2), 221-233.Google Scholar

  • Amabile, T. M. (1996). Creativity in context. Colorado: Westview Press. Google Scholar

  • Ananiadou, K. & M. Claro (Eds.) (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers. No. 41, OECD Publishing. http://dx.doi.org/10.1787/218525261154CrossrefGoogle Scholar

  • Anderson, R. & Cissna, K. N. (1997). The Martin Buber - Carl Rogers dialogue. Albany: State University of New York Press.Google Scholar

  • Angrosino, M. (2008). Recontextualizing Observation: Ethnography, Pedagogy, and the Prospects for a Progressive Political Agenda. In N. Denzin & Y. Lincoln (Eds.). Collecting and Interpreting Qualitative Materials. (pp. 161-183). Thousand Oaks: Sage.Google Scholar

  • Bakhtin, M.M. (1984). Problems of Dostoevsky’s Poetics, Edited and Translated by Caryl Emerson. Introduction by Caryl Emerson. Minneapolis: University of Michigan Press.Google Scholar

  • Banaji, S. (2008). Creativity: Exploring the Rhetorics and the Realities. In R. Willett, M. Robinson, J. Marsh (Eds.), Play, Creativity and Digital Cultures. Routledge Research in Education. (pp. 147-165). Routledge: London, UK.Google Scholar

  • Banaji, S. Burn, A. & Buckingham, D. (2006). Rhetorics of Creativity: A Review of the Literature. Arts Council England: London, UK.Google Scholar

  • Banfield, J. & Wilkerson, B. (2014). Increasing Student Intrinsic Motivation and Self-Efficacy Through Gamification Pedagogy. Contemporary Issues In Education Research, 7 (4), 291-298.Google Scholar

  • Barron, F. (1969). Creative Person and Creative Process. New York: Holt, Rinehart & Winston. Google Scholar

  • Beck, U. (2007). Weltrisikogesellschaft. Suhrkamp Verlag: Frankfurt am Main.Google Scholar

  • Beghetto, R. (2005). Does Assessment Kill Student Creativity? The Educational Forum, 69(3), 254-263.Google Scholar

  • Beghetto, R. A., & Kaufman, J. C. (2007). Toward a Broader Conception of Creativity: A Case for Mini-c Creativity. Psychology of Aesthetics, Creativity, and the Arts, 1, 73-79.Google Scholar

  • Beghetto R & Kaufman, R (2010). Cultivating Creativity in the Classroom. New York: Cambridge University Press.Google Scholar

  • Bloom, B. (1972). Taxonomie von Lernzielen im Kognitiven Bereich. Weinheim und Basel: Beltz.Google Scholar

  • Boehme, J. (2008). Qualitative Schulforschung auf Konsolidierungskurs: interdisziplinäre Spannungen und Herausforderungen. In W. Helsper & J. Böhme (Eds.), Handbuch der Schulforschung. (pp. 125-157). Wiesbaden: VS Verlag.Google Scholar

  • Bohnsack, R. (2010). Documentary Method and Group Discussions. In R. Bohnsack, N. Pfaff, W. Weller (Eds.), Qualitative Analysis and Documentary Method in International Educational Research. Opladen: B. Budrich.Google Scholar

  • Bourdieu, P. (1997). Das Elend der Welt. Zeugnisse und Diagnosen alltäglichen Leidens an der Gesellschaft. Konstanz: Universitäts-Verlag Konstanz.Google Scholar

  • Burnard, P. (2012). Musical Creativities in Practice. Oxford: Oxford University Press. Google Scholar

  • Cecchetto, D. (2013). Humanesis. Sound and technolocial posthumanism. London: University of Minnesota Press.Google Scholar

  • Chappell, K. (2008). Towards Humanising Creativity. UNESCO Observatory E-Journal Special Issue on Creativity, Policy and Practice Discourses: Productive Tensions in the New Millennium, 1(3), 1-22.Google Scholar

  • Chappell, K. (2011). Journeys of Becoming: Humanizing Creativity. In K. Chappell, L. Rolfe, A. Craft & V. Jobbins (Eds.), Close Encounters: Dance Partners for Creativity (pp. 89-100). Stoke on Trent: Trentham.Google Scholar

  • Chappell, K. & Craft, A. (2011). Creative Learning Conversations: Producing Living Dialogic Space. Educational Research, 53 (3), 363-385.CrossrefGoogle Scholar

  • Chappell, K. & Jobbins, V. (2011). Partnership for Creativity. Expanding Teaching Possibilities. In K. Chappell, L. Rolfe, A. Craft & V. Jobbins (Eds). Close Encounters: Dance Partners for Creativity. (pp. 149-160). Stoke on Trent: Trentham Books.Google Scholar

  • Chappell, K., & Craft, A., with Rolfe, L., & Jobbins, V. (2011). Not Just Surviving but Thriving. In K. Chapell, L. Rolfe, A. Craft & V. Jobbins (Eds.), Close Encounters: Dance Partners for Creativity. (pp. 143-159). Stoke on Trent: Trentham Books.Google Scholar

  • Chappell, K., Craft, A. R., Rolfe, L., & Jobbins, V. (2012). Humanizing Creativity: Valuing our Journeys of Becoming. International Journal of Education & the Arts, 13(8), 1-35.Google Scholar

  • Chappell, K., Walsh, C.S., Kenny, K., Wren, H., Schmoelz, A., and Stouraitis, E. (2017). Wise Humanising Creativity: Changing How We Create in a Virtual Learning Environment. International Journal of Game-Based Learning, 7(4), (under review).Google Scholar

  • Chorianopoulos, K. & Giannakos, M. (2014). Design Principles for Serious Video Games in Mathematics Education: From Theory to Practice. International Journal of Serious Games, 1 (3), 51-59.Google Scholar

  • Clarke, A. E. (2005). Situational Analysis. Grounded Theory after the Postmodern Turn. Thousand Oaks, London & New Delhi: Sage.Google Scholar

  • Craft, A. (2001). Little c Creativity. In A. Craft, B. Jeffrey, M. Leibling (Eds.), Creativity in Education. (pp. 45-61). London: Continuum.Google Scholar

  • Craft, A. (2002). Creativity and Early Years Education. London: Continuum.Google Scholar

  • Craft, A. (2003). The Limits to Creativity in Education: Dilemmas for the Educator. British Journal of Educational Studies, 51(2), 113-127.CrossrefGoogle Scholar

  • Craft, A. (2005). Creativity in Schools. London: Routledge.Google Scholar

  • Craft, A. (2008) Trusteeship, wisdom and the creative future of education? UNESCO Observatory: Journal of Multi-Disciplinary Research in the Arts, 1(3), 1-20.Google Scholar

  • Craft, A. (2011). Creativity and Education Futures. Stoke on Trent: Trentham Books.Google Scholar

  • Craft, A. (2013). Childhood, Possibility Thinking and Wise. Humanising Educational Futures. International Journal of Educational Research, 61, 126-134.CrossrefGoogle Scholar

  • Craft, A. (2014). Wise Humanising Creativity: A Goal for Inclusive Education. Revista Nacional e Internacioal de Educacion Inclusiva, 7(1), 3-15.Google Scholar

  • Craft, A. & Chappell, K. (2014). Possibility Thinking and Social Change in Primary schools. Education, 3-13, 1-19.Google Scholar

  • Craft, A. & Chappell, K. & Walsh, C. (2013). C2Learning Design for CER. Retrieved from http://www.c2learn.eu/sites/default/files/C2Learn_D2_2_1_Learning_Design_for_CER_vf.pdf, 16.12.2014.Google Scholar

  • Craft, A., Gardner, H. & Claxton, G. (2008). Nurturing Creativity, Wisdom, and Trusteeship in Education: A Collective Debate. In A. Craft, H. Gardner, &G. Claxton, (Eds.) Creativity, Wisdom, and Trusteeship. Exploring the Role of Education. (pp.1-14). Thousand Oaks: Corwin Press.Google Scholar

  • Craft, A., Hall, E. & Costello, R. (2014). Passion: Engine of Creative Teaching in an English University? Thinking Skills and Creativity, 13, 91-105.Google Scholar

  • Cremin, T., Glauert, E., Craft, A., Compton, A. & Styliandou, F. (2015). Creative Little Scientists: Exploring Pedagogical Synergies between Inquiry-Based and Creative Approaches in Early Years Science. Education 3-13, 43(4), 404-419.Google Scholar

  • Cronk, M. (2012). Using Gamification to Increase Student Engagement and Participation in Class Discussion. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2012, (pp. 311-315). Association for the Advancement of Computing in Education (AACE).Google Scholar

  • Cropley, A. (1979). Unterricht ohne Schablone. Wege zur Kreativität. Ehrenwirth: München.Google Scholar

  • Cropley, A. (1982). Kreativität und Erziehung. München: Reinhardt.Google Scholar

  • De Bono, E. (1976). Teaching thinking. London: Temple Smith. Google Scholar

  • Engel, U. & Hurrelmann, K. (1989). Psychosoziale Belastung im Jugendalter. Berlin/New York: De Gruyter.Google Scholar

  • Engell, J. (1981). The Creative Imagination: Enlightenment to Romanticism. Cambridge: Harvard University Press. Google Scholar

  • Farhauer, O. (2003). Qualifizierung, Betriebsspezifität und Arbeitslosigkeit. Baden-Baden: Nomos. Google Scholar

  • Featherstone, M. & Lash, S. (1995). Globalization, Modernity and the Spatialization of Social Theory: An Introduction. In M. Featherstone, S. Lash, R. Robertson (Hg.), Global Modernities. (pp. 1-24). London/Thousand Oaks/New Delhi: Sage Publications.Google Scholar

  • Feigelson, F. (2003). Globales Dorf. Weltmarkt der Medien. In Le Monde diplomatique (Ed.), Berlin: Atlas der Globalisierung.Google Scholar

  • Fernández-Cárdenas, J. M. (2008). The situated aspect of creativity in communicative events: How do children design web pages together?. Thinking Skills and Creativity, 3(3), 203-216.Google Scholar

  • Flechsig, K.- H. (1991). Kleines Handbuch didaktischer Modelle. Göttingen: Zentrum für didaktische Studien.Google Scholar

  • Fielding, M. (2007). The Human cost and Intellectual Poverty of High Performance Schooling: Radical Philosophy, John MacMurray and the Remaking of Person‐Centred Education. Journal of Education Policy, 22(4), 383-409.CrossrefGoogle Scholar

  • Fryer, M. (1996). Creative Teaching and Learning. London: Paul Chapman.Google Scholar

  • Futter-Puati, D. (2014). ‘Tap and Gap?’: Possibility Thinking within Young Cook Islanders Gendered Experiences … Dreams? Realities? Fantasy? International Conference of the Australian Association for Research in Education (AARE). Freemantle, Australia.Google Scholar

  • Gee, J. P. (2003) What Video Games Have to Teac h Us About Learning and Literacy. New York: Palgrave/Macmillan.Google Scholar

  • Giddens, A. (2003). Die große Globalisierungsdebatte. In M. Kleiner, & H. Strasser (Eds.), Globalisierungswelten. Köln: Halem. pp. 33-47.Google Scholar

  • Glăveanu, V. P. (2010a). Principles for a cultural psychology of creativity. Culture & Psychology, 16(2), 147-163.Google Scholar

  • Glăveanu, V. P. (2010b). Creativity in Context: The Ecology of Creativity. Evaluations and Practices in an Artistic Craft. Psychological Studies, 55(4), 339-350.CrossrefGoogle Scholar

  • Glăveanu, V. P. (2011). How are we creative together?: comparing sociocognitive and sociocultural answers. Theory & Psychology, 21(4), 473-492.Google Scholar

  • Glezos, S. (2012). The Politics of Speed: Capitalism, The State and War in an Accelerating World. London: Routledge.Google Scholar

  • Heintz, P. (1982). Die Weltgesellschaft im Spiegel von Ereignissen. Diessenhofen: Ruegger.Google Scholar

  • Hepp, A., Krotz, F., & Winter, C. (Eds.) (2005). Globalisierung der Medienkommunikation Eine Einführung, Wiesbaden: Vs Verlag Für Sozialwissenschaften.Google Scholar

  • Hopmann, S. (2007). Restrained Teaching: The Common Core of Didaktik. European Educational Research Journal, 2, 109-124.Google Scholar

  • Horberg, E. J. & Chen, S. (2010). Significant Others and Contingencies of Self-Worth: Activation and Consequences of Relationship-Specific. Journal of Personality and Social, 98(1), 77-91.Google Scholar

  • Hutterer, R. (1998). Das Paradigma der Humanistische Psychologie. New York/Wien: Springer.Google Scholar

  • Joas, H. (1996). The Creativity of Action. Cambridge: Polity Press.Google Scholar

  • John-Steiner, V. (2000). Creative Collaboration. New York: Oxford University Press. Google Scholar

  • Jovchelovitch, S. & Bauer, M. W. (2000). Narrative Interviewing. London: LSE Research Online. Available at: http://eprints.lse.ac.uk/2633, originally published In: Bauer, Martin W.; Gaskell, G. (eds). Qualitative Researching with Text, Image and Sound: A Practical Handbook. London: SAGE.Google Scholar

  • Kaufmann, J. C. & Beghetto, R. (2009). Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13(1), 1-12.Google Scholar

  • Kantosalo, A., Toivanen, J., & Toivonen, H. (2015). Interaction Evaluation for Human-Computer Co-creativity: A Case Study. Proceedings of the Sixth International Conference on Computational Creativity, 276-283.Google Scholar

  • Kleiman, P. (2008). Towards Transformation: Conceptions of Creativity in Higher Education. Innovations in Education and Teaching International, 45(3), 209-217. Google Scholar

  • Kremsner, G., Schmoelz, A. & Proyer, M. (forthcoming). Against the Rules - Disrupting and Reassessing Discursive Practices of Playfulness. International Journal of Play, (under review).Google Scholar

  • Kristeller, P. O. (1983). ‘Creativity’ and ‘Tradition’. Journal of the History of Ideas, 44(1), 105-113.CrossrefGoogle Scholar

  • Leadbeater, C. (2000). Living on thin air: The new economy. London: Penguin.Google Scholar

  • Lefebvre, H. (1991). The Production of Space. Oxford/Cambridge, MA: Wiley-Blackwell. Google Scholar

  • Liapis, A., Yannakakis, G. N., Alexopoulos, C., & Lopes, P. (2016). Can Computers Foster Human Users’ Creativity? Theory and Praxis of Mixed-Initiative Co-Creativity. Digital Culture & Education, 8(2), 136-153.Google Scholar

  • Littleton, K., Rojas-Drummond, & S., Miell, D. (2008). Introduction to the special issue: ’Collaborative creativity: Socio-cultural perspectives’. Thinking Skills and Creativity, 3(3), 175-176.Google Scholar

  • Mann, E. (2006). Creativity: The Essence of Mathematics. Journal for the Education of the Gifted, 30(2), 236-260.Google Scholar

  • Maslow, A. (1970). Motivation and Personality. New York: Harper Collins.Google Scholar

  • Maslow, A. (1976). The Farther Reaches of Human Nature. New York: Penguin Books.Google Scholar

  • Montuori, A., & Purser, R. (1995). Deconstructing the lone genius myth: Toward a contextual view of creativity. Journal of Humanistic Psychology, 35(3), 69-112.CrossrefGoogle Scholar

  • Morrison, G. R., Ross, S. M., & Kemp, J. E. (2001). Designing Effective Instruction. New York: John Wiley.Google Scholar

  • Neyer, J. (1995). Globaler Markt und territorialer Staat. Zeitschrift für Internationale Beziehungen, 2, 197-215.Google Scholar

  • Nui, W. (2012). Confucian Ideology and Creativity. The Journal of Creative Behavior, 46 (4), 274-284.Google Scholar

  • Niu, W. & Sternberg, R. J. (2006). The Philosophical Roots of Western and Eastern Conceptions of Creativity. Journal of Theoretical and Philosophical Psychology, 26, 18-38.Google Scholar

  • OECD (2014) PISA 2012 Results: Creative Problem Solving: Students’ Skills in Tackling Real-Life Problems (Volume V), Pisa: OECD PublishingGoogle Scholar

  • Øhrstrøm, P., Sandborg-Petersen, U., Thorvaldsen, S. and Ploug, T. (2013). Teaching Logic through Web-Based and Gamified Quizzing of Formal Arguments. In D. Hernández-Leo, T. Ley, R. Klamma & A. Harrer (Eds.), Scaling up Learning for Sustained Impact. Springer, Berlin, Heidelberg, pp. 410-423.Google Scholar

  • Koukourikos, A., Karampiperis, P., Karkaletsis, V. (2016). Creative stories: Modelling the principal components of human creativity over texts in a storytelling game. Digital Culture & Education, 8(2), 118-135.Google Scholar

  • Paul, R. & Elder. L. (2006). The Thinker’s Guide to the Art of Socratic Questioning. Dillon Beach: Foundation for Critical Thinking.Google Scholar

  • Perraton, J. et al. (1998). Die Globalisierung der Wirtschaft. In U. Beck (Ed.), Politik der Globalisierung. Frankfurt am Main: Suhrkamp. pp. 134-168.Google Scholar

  • Richards, R. (1990). Everyday creativity, eminent creativity, and health. Creativity Research Journal, 3, 300-326.Google Scholar

  • Riemann, G. (2003). A Joint Project Against the Backdrop of a Research Tradition: An Introduction into "Doing Biographical Research". Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 4(3). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/666/1440.Google Scholar

  • Riemann, G. (2006). An Introduction to "Doing Biographical Research". Historical Social Research 31(3), 6-28. URN: http://nbn-resolving.de/urn:nbn:de:0168-ssoar-29937.Google Scholar

  • Riemann, G. & Schuetze, F. (1991). "Trajectory" as a Basic Theoretical Concept for Analyzing Suffering and Disorderly Social Processes. In D.R. Maines (Ed.), Social Organization and Social Process: Essays in Honor of Anselm Strauss. (pp. 333-357). New York: de Gruyter.Google Scholar

  • Ripple, R. (1989). Ordinary Creativity. Contemporary Educational Psychology, 14, 189-202.Google Scholar

  • Rogers, C. R. (1969). Freedom to Learn. Columbus: Merril Publishing.Google Scholar

  • Runco, M. A. (1996). Personal Creativity: Definition and Developmental Issues. New Directions in Child Development, 72, 1-30.Google Scholar

  • Runco, M. A. (2003). Education for Creative Potential. Scandinavian Journal of Educational Research, 47(3), 317-324.CrossrefGoogle Scholar

  • Runco, M. A., Millar, G., Acar, S., & Cramond, B. (2010). Torrance Tests of Creative Thinking as Predictors of Personal and Public Achievement: A Fifty Year Follow-Up. Creativity Research Journal, 22(4), 361-368.Google Scholar

  • Sawyer, R. K. (2003). Group creativity: Music, theater, collaboration. Mahwah: Erlbaum. Google Scholar

  • Sawyer, K. (2007). Group genius. New York: Basic Books.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.Google Scholar

  • Scaltsas, T. (2016). Brainmining emotive lateral solutions. Digital Culture & Education, 8(2), 106-18.Google Scholar

  • Schmoelz, A. (2016). Ernsthafte Spiele als Anlass für Ko-Kreativität? In J. Haag, J. Weißenböck, W. Gruber, & C.F. Freisleben-Teuscher (Eds.), Game Based Learning. Dialogorientierung & spielerisches Lernen analog und digital. (pp. 107-118). Brunn am Gebirge: IKON.Google Scholar

  • Schmoelz, A., at all (2017). Inklusiver Unterricht mit Digitalen Spielen. Medienimpulse. Beiträge zur Medienpädagogik, 2. (In Print).Google Scholar

  • Schuetze, F. (1982). Narrative Repräsentation kollektiver Schicksalsbetroffenheit. In E. Lämmert (Ed.), Erzählforschung. (pp. 568-590). Stuttgart: Metzler.Google Scholar

  • Schuetze, F. (1983). Biographieforschung und narratives Interview. Neue Praxis, 3, 283-293.Google Scholar

  • Schuetze, F. (2001). Ein biographieanalytischer Beitrag zum Verständnis von kreativen Veränderungsprozessen: die Kategorie der Wandlung. In R. Burkholz, Ch. Gärtner & F. Zehentreiter (Eds.), Materialität des Geistes. Zur Sache Kultur - Im Diskurs mit Ulrich Oevermann. (pp. 137-162). Weilerswist: Velbrück-Verlag.Google Scholar

  • Serdyukov, P. & Ryan, M. (2008). Writing Effective Lesson Plans: The 5-Star Approach. Boston: Pearson Allyn and Bacon.Google Scholar

  • Seibt, J. (2016). Process Philosophy. Edward N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy, retrieved from http://plato.stanford.edu/archives/spr2016/entries/process-philosophy.Google Scholar

  • Seitz, K. (2002). Bildung in der Weltgesellschaft, Frankfurt am Main: Brandes & Apsel.Google Scholar

  • Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A.J, Little, T.J., & Lopez, S. (2015). Causal Agency Theory: Reconceptualizing a Functional Model of Self-Determination. Education and Training in Autism and Developmental Disabilities, 50(3), 251-263.Google Scholar

  • Smith, P. L. & Ragan, T. J. (2004). Instructional Design (3rd Ed.). Danvers, MA: John Wiley & Sons.Google Scholar

  • Stenning, K. (2002). Seeing Reason: Image and Language in Learning to Think. Oxford: Oxford University Press.Google Scholar

  • Stenning, K. & Lambalgen, M. (2011). Reasoning, Logic and Psychology. Wiley Interdisciplinary Reviews. Cognitive Science, 2, 555-567.Google Scholar

  • Stenning, K., et all, (2016). Socratic dialogue as a teaching and research method for cocreativity? Digital Culture & Education, 8(2), 154-68.Google Scholar

  • Schuppener, S. (2005). Selbstkonzept und Kreativität von Menschen mit Behinderung. Bad Heilbrunn: Klinkhardt.Google Scholar

  • Sturm, T. (2015). Herstellung und Bearbeitung von Differenz im inklusiven Unterricht. Rekonstruktion mit Hilfe der dokumentarischen Videointerpretation. In. R. Bohnsack, B. Fritzsche, & M. Wagner-Willi (Eds.) Dokumentarische Video- und Filminterpretation. (pp. 131-152). Opladen: Barbara Budrich.Google Scholar

  • Teusch, U. (2004). Was ist Globalisierung? Ein Überblick: Darmstadt. Google Scholar

  • Treichel, B., & Schwelling, B. (2003). Extended Processes of Biographical Suffering and the Allusive Expression of Deceit in an Autobiographical Narrative Interview with a Female Migrant Worker in Germany. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 4(3). Retrieved from http://www.qualitativeresearch.net/index.php/fqs/article/view/672/1452Google Scholar

  • Tulloch, R. (2014). Reconceptualising Gamification: Play and Pedagogy. Digital Culture & Education 6(4), 317-333.Google Scholar

  • Vass, E., Littleton, K., Miell, D., & Jones, A. (2008). The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration. Thinking Skills and Creativity, 3(3), 192-202.Google Scholar

  • Walsh, C.S. & Schmoelz, A. (2016). Pre-Service Teachers Designing Digital Games to Make a Serious Difference in Classrooms. International Conference of the Australian Association for Research in Education (AARE). Freemantle, Australia.Google Scholar

  • Walsh, C. S.; Chappell, K. & Craft, A. (2017). A co-creativity theoretical framework to foster and evaluate the presence of wise humanising creativity in virtual learning environments (VLEs). Thinking Skills and Creativity, 24, 228-241. DOI: 10.1016/j.tsc.2017.01.001.CrossrefGoogle Scholar

  • Walsh, C.S., Craft, & A., Koulouris (2014). Gameful Learning Design to Foster Co-Creativity? International Conference of the Australian Association for Research in Education (AARE). Freemantle, Australia.Google Scholar

  • Wegerif, R. (2010). Mind Expanding: Teaching for Thinking and Creativity in Primary Education. Maidenhead: Open University Press.Google Scholar

  • Weisberg, R. (1993). Creativity. Beyond the Myth of Genius. New York: Freeman and Company.Google Scholar

  • Wilkinson, I. M. (2009). Risk Vulnerability and Everyday Life. The New Sociology. Routledge: Taylor & Francis Group.Google Scholar

  • Wix, L. & John-Steiner, V. (2008). Peer inquiry: Discovering what you know through dialogue. Thinking Skills and Creativity, 3(3), 217-225.Google Scholar

  • Woods, P. & Jeffrey, B. (1996). Teachable Moments: The Art of Creative Teaching in Primary School. Buckingham: Open University Press.Google Scholar

  • World Health Organisation (1994). Life Skills Education for Children and Adolescents in Schools. Geneva: WHO.Google Scholar

  • Würzer, J. (2000). Atemlos. Die virtuelle Welt des Internet-Kapitalismus. Stuttgart: Stuttgart München DVA.Google Scholar

About the article

Received: 2016-08-24

Revised: 2016-11-14

Accepted: 2016-12-07

Published Online: 2017-06-30

Published in Print: 2017-06-27

Citation Information: Creativity. Theories – Research - Applications, Volume 4, Issue 1, Pages 25–64, ISSN (Online) 2354-0036, DOI: https://doi.org/10.1515/ctra-2017-0002.

Export Citation

© 2017. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. BY-NC-ND 4.0

Citing Articles

Here you can find all Crossref-listed publications in which this article is cited. If you would like to receive automatic email messages as soon as this article is cited in other publications, simply activate the “Citation Alert” on the top of this page.

Alexander Schmoelz
Thinking Skills and Creativity, 2018

Comments (0)

Please log in or register to comment.
Log in