#78: The Role of Teacher Feedback in Supporting Cocreative Processes

Cocreation is a key 21st-century skill, yet few studies examine how teacher feedback supports it in classrooms. This study examined the role of structured, dialogic feedback in fostering students’ creativity and collaborative knowledge building. Twenty-five twelve-year-olds engaged in a technology-enhanced, project-based learning intervention, creating digital infographics using Viacocrea technology. Feedback, guided by the T-SEDA (2022) framework and aligned with Guilford’s creativity dimensions (1950), fostered idea generation, reasoning, and collaboration. Findings highlight teacher feedback as essential for cocreative learning.