Abstract
With the development of new digital technologies, the internet, and mass media, including social media, it is now possible to produce, consume, and exchange information and virtual creations in a simple and practically instantaneous way. As predicted by philosophers and sociologists in the 1980s, a culture of “prosumers” has been developed in communities where there is no longer a clear distinction between content producers and content users and where there is a continuous exchange of knowledge that enriches the whole community. The teaching of “digital creativity” can also take advantage of the fact that young people and adults are particularly attracted to these fields, which they perceive akin to their playful activities and which are normally used in an often sterile and useless way in their free time. The didactic sense of these experiences is that we try to build a cooperative group environment in which to experiment, learn, and exchange knowledge equally among all the participants.
Reference39 articles.
1. Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented Reality Applications in Education. The Journal of Technology Studies, 40(1-2), 96-107. http://www.jstor.com/stable/43604312
2. Physics Education in a Virtual Environment
3. Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning.;S.Chen;Journal of Educational Technology & Society,2020
4. Technical Problems Experienced in the Transformation of Virtual Worlds into an Education Environment and Coping Strategies.;M.Coban;Journal of Educational Technology & Society,2015
5. Curcio, I., Dipace, A., & Norlund, A. (2017). Virtual realities and education. Research on Education and Media, 8(2).