Humanising Technology-Enhanced Creative Pedagogy: Exploring Rhythm-Based Digital Mediation in Learners’ Creative Writing Experiences

DOI

10.2991/978-94-6239-745-3_21How to use a DOI?

Keywords

technology-enhanced learning; creative pedagogy; rhythm-based scaffolding; humanised learning; creative writing

Abstract

Creativity has become a central aspiration in contemporary education, yet technology-enhanced learning often remains dominated by instrumental and outcome-driven practices. This study explores how a humanised, rhythm-based creative pedagogy can be enacted within a technology-enhanced learning environment to support learners’ creative writing experiences. Guided by an integrated framework combining humanistic learning theory, sociocultural perspectives on creativity, and technology-enhanced pedagogy, the study adopts a qualitative interpretive design. Data were collected through learners’ reflective writings, creative artefacts, observations, and semi-structured interviews during rhythm-supported digital creative writing activities. Thematic analysis revealed four interrelated themes: a shift from passive participation to creative engagement, rhythm and structure as catalysts for creative flow, digital mediation and the emergence of creative voice, and humanised learning experiences characterised by emotional connection and agency. The findings demonstrate that creativity in technology-enhanced environments is not a function of technological sophistication but of pedagogical intentionality. When rhythm-based scaffolding and expressive digital mediation are thoughtfully designed, learners engage more deeply, develop creative confidence, and construct meaningful learning experiences. This study contributes to theory by advancing a Humanised Technology-Enhanced Creative Pedagogy framework and offers practical insights for educators seeking to design creative, emotionally responsive digital learning environments. The findings also provide concrete evidence of impact, including increased learner participation, improved coherence in creative writing outputs, and enhanced confidence in expressing ideas. These results demonstrate the practical effectiveness of rhythm-based digital scaffolding in fostering meaningful creative engagement.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits any noncommercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if you modified the licensed material. You do not have permission under this license to share adapted material derived from this chapter or parts of it.

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TY  - CONF
AU  - Tee Yong Lai
AU  - Narina A. Samah
AU  - Nurwirdathinagiha Hamdan
AU  - Yew Siau Lee
PY  - 2026
DA  - 2026/08/24
TI  - Humanising Technology-Enhanced Creative Pedagogy: Exploring Rhythm-Based Digital Mediation in Learners’ Creative Writing Experiences
BT  - Proceedings of the International Conference on Research, Innovation, Sustainability, and Educations (IRISECON 2026)
PB  - Atlantis Press
SP  - 309
EP  - 331
SN  - 3091-4442
UR  - https://doi.org/10.2991/978-94-6239-745-3_21
DO  - 10.2991/978-94-6239-745-3_21
ID  - Lai2026
ER  -