Educational Technology & Society

Call for papers for a special issue on

“Creative Learning in Authentic Contexts with Advanced Educational
Technologies”

Objective

Creativity is critical component of any learning programs because it is considered as the most
important 21st century skills (Bryant, 2010; Lin, Shadiev, Hwang, & Shen, 2020; Rhodes, 1987;
Shadiev, Huang, Hwang, & Liu, 2017; Sternberg & Lubart, 1999). Creativity is the ability to
produce work that is original and useful; produced work can be intangible such as an idea or
tangible such as an essay (Sternberg & Lubart, 1999). Creativity relates not only to the product
that results from creative activity but also to the person who creates it, the cognitive processes
involved in the creation of work, and the environmental influences (Mayer, 1989; Rhodes,
1987). Creative learning helps learners be innovative, learn new things, try out new ideas, and
new ways of thinking and problem-solving. Scholars concluded that creativity is very important
in today’s world of innovations and therefore, creative performance needs to be facilitated.

Authentic learning environments play crucial role in promoting creative skills development in
learners (Davies et al., 2013; Jindal-Snape et al., 2013). An authentic environment here is
defined as an environment that “preserves the complexity of the real-life context with rich
situational affordances” (Herrington & Oliver, 2000, p. 180). Authentic learning environments
contains a wide range of available resources that may stimulate learner creativity and make use
of such resources supports the growth of ideas. Furthermore, authentic learning environments
give learners greater freedom for imagination, provide rich contexts for the purpose of
discovering learner schemas and interests. Scholars also argued that authentic contexts reflect
the way that the knowledge will be used by learners in their real life (Herrington & Oliver,
2000; Shadiev, Hwang, & Huang, 2017). Therefore, creative learning in authentic learning
environments need to be encouraged.

Creative learning in authentic contexts can be supported by advanced educational technologies

(Huang, Shadiev, Sun, Hwang, & Liu, 2017; Shadiev et al., 2017; Shadiev, Hwang, Huang, &
Liu, 2015). Advanced educational technology here can be defined as a combination of the
processes and tools involved in addressing educational needs and problems, with an emphasis
on applying the recent and advanced tools such as computers and other electronic devices
(Cifuentes, Maxwell, & Bulu, 2011). For example, several advanced educational technologies
were listed in Brown et al. (2020) and Shadiev and Yang (2020), and among them were social
networking, artificial intelligence, virtual and augmented reality, corpus, robots, wearable
devices, etc. Advanced educational technology has many advantages, e.g. it can be used for
simulating and restoring some special learning scenes vividly, extending classroom learning to
the outdoor environment, enabling learner interaction with the instructor, peers, and learning
content, and so on (Abdous, Camarena, & Facer, 2009; Huang et al., 2017; Shadiev et al., 2017;
Wu, 2014). In addition, the technology allows learners to create their own multimedia learning
content, share it with their classmates and the instructor, and discuss its strong and weak points
thus facilitating creative learning and learner ownership and autonomy (Ahn & Lee, 2015;
Huang & Huang, 2015; Shadiev et al., 2017). Furthermore, it is possible to create multisensorial
authentic learning environments with advanced technologies (Covaci, Zou,Tal, Muntean, &
Ghinea, 2018). In such environments, multimedia applications engage all five human senses,
i.e. the audio, visual, tactile, olfaction, and gustatory. This integration leads to a paradigm shift
away from the old multimedia towards the new mulsemedia - multiple sensorial media.
Multimedia applications engaging senses open new and sometimes challenging opportunities
for mulsemedia creative learning applications.

Although many studies have considered the applications of advanced educational technologies
to support learning programs, there are not so many studies that focus on creativity. Therefore,
there is a need to propose new ideas related to creative learning in authentic contexts with
advanced educational technologies, which considers various theories, approaches, techniques,
methods, and processes. The aim of this special issue is to collect innovative theoretical work
and original applications related to technology-supported creative learning programs in
authentic contexts. This special issue is going to focus on learning models and theories that
explain this important dimension, their applications for creative learning in authentic contexts
and evidence of their effectiveness based on systematic or empirical data. This special issue is
also going to bring research on novel technologies design and their educational applications
that bridges the innovation, pedagogy and practice in technology-supported creative learning.
This special issue is looking for original scientific contributions in the form of theoretical,
experimental research and case studies applying new perspectives on the topic as well as studies
that make innovative learning programs on technology-supported creative learning scalable
and sustainable.

Topics of interests for this special issue include, but are not limited to the following:

• Creative learning and interaction using advanced educational technologies in authentic

contexts;
• Educational system designs and their applications for creative learning in authentic
contexts;
• Learning models, theories, and pedagogical practices in designing and implementing
technology-supported creative learning in authentic contexts;
• Multiple sensors, media, and representation and their educational applications for creative
learning in authentic contexts;
• Adaptive learning support and best practices for creative learning in a context aware
environment using advanced educational technologies;
• Experiential creative learning in authentic context using advanced educational
technologies;
• Joyful and healthy creative learning in authentic contexts;
• Activity and pedagogical designs for creative learning in authentic contexts;
• Pedagogical approaches of experiential, adaptive and personalized creative learning in
authentic contexts;
• Pedagogical, technological and practical challenges associated with the implementation
and use of advanced educational technologies for creative learning;
• Assessment of technology-supported creative learning in authentic contexts;
• Interaction and ergonomic designs to support contextual creative learning with advanced
educational technologies;
• Effects of learner characteristics and affective factors in technology-supported creative
learning in authentic contexts;
• The future influences and applications of creative learning with advanced educational
technologies in authentic contexts.
Important dates

Submission Due: November 30, 2020

1st round Review Notification: January 31, 2021
1st round Revision Submission Due: March 15, 2021
2nd round Review Notification: April 15, 2021
2nd round Revision Submission Due: May 15, 2021
Final Acceptance Notification: July 31, 2021
Estimated Publication Date: January, 2022 (Volume 25, Issue 1)

Paper Submission

Submissions (i.e. manuscript and title page) to this special issue should be sent via email to
Prof. Rustam Shadiev (Email: rustamsh@gmail.com).

Authors are kindly requested to read the Aims and Scope of ET&S (see: https://www.j-
ets.net/journal_info/scope) before preparing their submissions for the special issue. All
submissions must comply with requirements stated in the ET&S Author Guidelines, see:
https://www.j-ets.net/author_guide

Please make sure that you use the ET&S template along with the add-ins tool here for preparing
your manuscript. Please prepare your submission in a Microsoft Word file, and name your file
with the full name of the corresponding author, followed by the title of this special issue (e.g.,
Tom Cruise_ Creative learning in authentic contexts with advanced educational
technologies.docx).

Please remove the names and affiliations portion for the review process and only add them
back into the manuscript after your manuscript is accepted for publication.

In addition, please prepare your title page as a separate Microsoft Word file, named as “Title
Page,” followed by the full name of the corresponding author (e.g., Title Page_ Tom
Cruise.docx), and including the following information:

1. Name(s) and title(s) of the author(s)

2. Name of the corresponding author
3. Job title(s)
4. Organization(s)
5. Full contact details of ALL authors including email address and postal address

Guest Editors:

Rustam Shadiev, Nanjing Normal University, China

Email: rustamsh@gmail.com

Wu-Yuin Hwang, National Central University, Taiwan

Email: wyhwang@cc.ncu.edu.tw

Gheorghita Ghinea, Brunel University London, United Kingdom

Email: george.ghinea@brunel.ac.uk
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