Development of digital writing competence and creativity through the production of a narrative hyperfiction

Abstract

This research arises from a series of cooperative and multimodal works carried out in the classroom and addresses the question of whether digital writing competence and creativity can be developed in Secondary and Baccalaureate students through the production of successive narrative hyperfictions through collaborative work in which social networks are used, in which the tasks are scheduled and in which a systematic process of error correction is carried out. The objective is to determine to what extent there is an improvement or increase in digital writing skills and creativity in individual students and in groups, for which a qualitative approach methodology is used, following the action-research design. It is clear from the study that improvements are produced in all cases, although these are more relevant in digital writing competence than in creativity, especially in individual measures, as in the case of group measures the differences between the two dimensions are not that significant. It is concluded that this type of work, with the conditions indicated, is useful for the development of digital writing competence and creativity, as it is highly motivating for the students and allows them to gain fluency in carrying out the tasks, where they have a wide margin of freedom in the manipulation of the multimodal text they generate.