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Creative learning can be understood as a process of personal transformation driven by the acquisition of new knowledge and skills through active participation in projects that are meaningful to the individuals. This process enables them to develop the capacity for innovation in different contexts. Contemporary technologies that allow more physical and immersive modes of interaction brought the concept of enactive systems, technological environments where there is a form of dynamic body-technology coupling. In this work, we present results from a systematic literature review of studies that supported creative learning using interactive environments with enactive characteristics, in educational contexts. The systematic review was conducted based on works published during the period of 2012–2022. The methodology details the research questions, selection criteria, search string, data collection and the quality and relevance of the selected documents. Results showed that environments of the selected studies present mainly the embodiment and emergence characteristics as part of their interaction. These environments promoted user initiatives, enabled users to think creatively and encouraged communication and collaboration. Results also point out other aspects of enactive approaches to cognition such as autonomy, sense-making, and intersubjectivity.
Carbajal et al. (Wed,) studied this question.