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Examining the Impact of Computational Creativity Exercises on College Computer Science Students' Learning, Achievement, Self-Efficacy, and Creativity

Authors:

Markeya S. Peteranetz,

Duane F. Shell,

Abraham E. Flanigan,

Leen-Kiat SohAuthors Info & Claims

SIGCSE '18: Proceedings of the 49th ACM Technical Symposium on Computer Science Education

Pages 155 - 160

https://doi.org/10.1145/3159450.3159459

Published: 21 February 2018 Publication History

Abstract

The purpose of the present study was to investigate how the inclusion of computational creativity exercises (CCEs) merging computational and creative thinking in undergraduate computer science (CS) courses affected students' course grades, learning of core CS knowledge, self-efficacy, and creative competency. CCEs were done in lower- and upper-division CS courses at a single university. Students in CCE implementation courses were compared to students in the same courses in different semesters. Propensity score matching was used to create comparable groups (control and implementation) based on students' GPA, motivation, and engagement. Results showed that implementing CCEs in undergraduate CS courses enhanced grades, learning of core CS knowledge, and self-efficacy for creatively applying CS knowledge. However, CCEs did not impact creative competency. The effect of the CCEs was consistent across upper- and lower-division courses for all outcomes. Unlike previous studies that only established the support for CCEs, such as positive dosage effects, the results of this study indicate that CCEs have a causal effect on students' achievement, learning, and self-efficacy, and this effect is independent of general academic achievement, motivation, and engagement. These findings establish the CCEs as a validated, evidence-based instructional method.

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Cited By

AYTEKİN ATOPÇU M(2024)Improving 6th Grade Students’ Creative Problem Solving Skills Through Plugged and Unplugged Computational Thinking ApproachesJournal of Science Education and Technology10.1007/s10956-024-10130-y33:6(867-891)Online publication date: 8-Jun-2024
https://doi.org/10.1007/s10956-024-10130-y
Duo ZZhang JRen YXu X(2024)Examining self-regulation models of programming students in visual environments: A bottom-up analysis of learning behaviourEducation and Information Technologies10.1007/s10639-024-13016-zOnline publication date: 10-Sep-2024
https://doi.org/10.1007/s10639-024-13016-z
Garcia RMorreale PLetaw LChatterjee APatel PYang SEscobar INoa GBurnett M(2023)“Regular” CS × Inclusive Design = Smarter Students and Greater DiversityACM Transactions on Computing Education10.1145/360353523:3(1-35)Online publication date: 22-Jul-2023
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Index Terms

Examining the Impact of Computational Creativity Exercises on College Computer Science Students' Learning, Achievement, Self-Efficacy, and Creativity
1. Social and professional topics
  1. Professional topics
    1. Computing education

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cover image ACM Conferences

SIGCSE '18: Proceedings of the 49th ACM Technical Symposium on Computer Science Education

February 2018

1174 pages

ISBN:9781450351034

DOI:10.1145/3159450

General Chairs:
Tiffany Barnes
North Carolina State University, USA
,
Daniel Garcia
University of California, Berkeley, USA
,
Program Chairs:
Elizabeth K. Hawthorne
Union County College, USA
,
Manuel A. Pérez-Quiñones
UNC Charlotte, USA

Copyright © 2018 ACM.

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SIGCSE: ACM Special Interest Group on Computer Science Education

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New York, NY, United States

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Published: 21 February 2018

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National Science Foundation

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SIGCSE '18

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SIGCSE

SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education

February 21 - 24, 2018

Maryland, Baltimore, USA

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SIGCSE '18 Paper Acceptance Rate 161 of 459 submissions, 35%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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Cited By

AYTEKİN ATOPÇU M(2024)Improving 6th Grade Students’ Creative Problem Solving Skills Through Plugged and Unplugged Computational Thinking ApproachesJournal of Science Education and Technology10.1007/s10956-024-10130-y33:6(867-891)Online publication date: 8-Jun-2024
https://doi.org/10.1007/s10956-024-10130-y
Duo ZZhang JRen YXu X(2024)Examining self-regulation models of programming students in visual environments: A bottom-up analysis of learning behaviourEducation and Information Technologies10.1007/s10639-024-13016-zOnline publication date: 10-Sep-2024
https://doi.org/10.1007/s10639-024-13016-z
Garcia RMorreale PLetaw LChatterjee APatel PYang SEscobar INoa GBurnett M(2023)“Regular” CS × Inclusive Design = Smarter Students and Greater DiversityACM Transactions on Computing Education10.1145/360353523:3(1-35)Online publication date: 22-Jul-2023
https://dl.acm.org/doi/10.1145/3603535
Hogan ELi RSoosai Raj ADoyle MStephenson BDorn BSoh LBattestilli L(2023)CS0 vs. CS1:Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 110.1145/3545945.3569865(25-31)Online publication date: 2-Mar-2023
https://dl.acm.org/doi/10.1145/3545945.3569865
Lishinski ANarvaiz SRosenberg J(2022)Self-efficacy, Interest, and Belongingness – URM Students’ Momentary Experiences in CS1Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 110.1145/3501385.3543958(44-60)Online publication date: 3-Aug-2022
https://dl.acm.org/doi/10.1145/3501385.3543958
Loksa DMargulieux LBecker BCraig MDenny PPettit RPrather J(2022)Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of UseACM Transactions on Computing Education10.1145/348705022:4(1-31)Online publication date: 15-Sep-2022
https://dl.acm.org/doi/10.1145/3487050
Groeneveld WBecker BVennekens JMerkle LDoyle MSheard JSoh LDorn B(2022)How Creatively Are We Teaching and Assessing Creativity in Computing EducationProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499360(934-940)Online publication date: 22-Feb-2022
https://dl.acm.org/doi/10.1145/3478431.3499360
Sharmin S(2021)Creativity in CS1: A Literature ReviewACM Transactions on Computing Education10.1145/345999522:2(1-26)Online publication date: 1-Nov-2021
https://dl.acm.org/doi/10.1145/3459995
Lishinski ARosenberg J(2021)All the Pieces Matter: The Relationship of Momentary Self-efficacy and Affective Experiences with CS1 Achievement and Interest in ComputingProceedings of the 17th ACM Conference on International Computing Education Research10.1145/3446871.3469740(252-265)Online publication date: 16-Aug-2021
https://dl.acm.org/doi/10.1145/3446871.3469740
Thapa AValentine AHamilton M(2021)Investigating Creativity in Computer Science Syllabi in Australia2021 IEEE International Conference on Engineering, Technology & Education (TALE)10.1109/TALE52509.2021.9678648(233-240)Online publication date: 5-Dec-2021
https://doi.org/10.1109/TALE52509.2021.9678648
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