As training is increasingly digitalised in general education it becomes relevant to evaluate this new medium for learning. This is particularly true in the field of embodied creativity training because of its strong focus on the embodiment of creative skills. This paper evaluates potential levels of competence development when using a digital embodied creativity training program and it discusses the related themes of motivation for and transfer of learning.
The paper finds that while digital embodied creativity training, through its gamification possibilities, might increase personal engagement and motivation inside and outside the classroom, the training should reflect relatable situations to real-life experiences to increase the transfer effect. The opportunity for skills acquisition from distance learning seems paramount, even though digital embodied creativity training may not support all educational aims right now, as some skills may be easier to acquire in face-to-face training settings. Further improvements in technology could change this in the near future. The paper stresses the need for further research on this emerging topic of digital embodied creativity training. I co-authored this paper with Sandra Dingli, Shirley Pulis Xerxen, Kristian Brøndum, Patricia Nunez, Liisa Irene Hänninen and Chaoying Tang.