Paper Title
Collaborative Digital Painting for Enhancing Learning Motivation and Creativity in Older Adults

Abstract
This study, grounded in control-value theory, examined the effects of different creative task designs and social interaction modes in digital art activities on older adults’ learning motivation, emotions, and creativity. A total of 32 participants were randomly assigned to four groups engaging in distinct digital art activities. Results indicated that the collaborative free-creation group outperformed others in learning motivation, emotional responses, and creativity. Learning motivation was significantly influenced by perceived control and value, with an interaction effect observed between social interaction and creative task modes. The findings highlight the importance of appropriate social interaction design and creative autonomy in fostering older adults’ digital learning motivation and creativity. Keywords - Digital art creation, Older adults, Collaborative creation, Social interaction, Control-value theory.