Different Perspectives on Human Creativity and Learning Analytics
DOI:
https://doi.org/10.18608/jla.2025.9273Keywords:
editorial, artificial intelligence, automatic analysis, collaborative learning, competencies, computational creativity, computational social science, computational thinking, creativity assessment, creativity, data-driven evaluation, educational contexts, educational data mining, educational technology, game-based assessment, higher education, learning analytics, linguistic creativity, natural language processing, process visualization, robot-guided learning, student log data, Think Pair Share, verbal fluency, writingAbstract
Creativity is a thinking ability that enables problem-solving in an innovative manner and produces original and valuable products. In recent years, there has been growing recognition that creativity is an essential skill for the 21st century, and that it can be nurtured; therefore, it is recommended to include creativity in educational curricula from an early age. However, prior studies have differed from each other by their definition of creativity, unit of observation, data collection, and data analysis, among others. Learning Analytics has already played an important role in the extension and expansion of this growing line of research, as it enables new approaches to the study of human creativity in educational contexts. This special section is focused on the unique role that Learning Analytics plays in studying human creativity, drawing on the state-of-the-art in the field, especially to answer: “What is creativity?”, “How can it be measured?”, and “Why is creativity related to the context we study?”.
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