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Computational Creativity Exercises: An Avenue for Promoting Learning in Computer Science

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Title: Computational Creativity Exercises: An Avenue for Promoting Learning in Computer Science
Language: English
Authors: Peteranetz, Markeya S. (ORCID 0000-0002-5228-0687), Flanigan, Abraham E., Shell, Duane F., Soh, Leen-Kiat
Source: IEEE Transactions on Education. Nov 2017 60(4):305-313.
Availability: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Peer Reviewed: Y
Page Count: 9
Publication Date: 2017
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 0829647
1122956
1431874
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Computer Science Education, Introductory Courses, Metacognition, Engineering Education, Majors (Students), Student Motivation, Creative Thinking, Guidelines, Academic Achievement, Profiles, Grades (Scholastic), Scores, Thinking Skills, Problem Solving, Statistical Analysis, Tests, College Students, Knowledge Level
DOI: 10.1109/TE.2017.2705152
ISSN: 0018-9359
Abstract: Computational thinking and creative thinking are valuable tools both within and outside of computer science (CS). The goal of the project discussed here is to increase students' achievement in CS courses through a series of computational creativity exercises (CCEs). In this paper, the framework of CCEs is described, and the results of two separate studies on their impact on student achievement are presented. Students in introductory CS courses completed CCEs as part of those courses. Students in Study 1 came from a variety of programs, and students in Study 2 were engineering majors. A profiling approach was used to test whether the impact of the CCEs could be accounted for by differences in students' motivated and self-regulated engagement. Overall, CCEs had positive impacts on students' grades and knowledge test scores, and although there were differences in achievement across the profiles, the impact of the CCEs was generally consistent across profiles. The CCEs appear to be a promising way to increase student achievement in introductory CS courses. Implications and directions for future research are discussed.
Abstractor: As Provided
Number of References: 47
Entry Date: 2017
Accession Number: EJ1159266
Database: ERIC
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  Data: Computational Creativity Exercises: An Avenue for Promoting Learning in Computer Science
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  Data: <searchLink fieldCode="AR" term="%22Peteranetz%2C+Markeya+S%2E%22">Peteranetz, Markeya S.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5228-0687">0000-0002-5228-0687</externalLink>)<br /><searchLink fieldCode="AR" term="%22Flanigan%2C+Abraham+E%2E%22">Flanigan, Abraham E.</searchLink><br /><searchLink fieldCode="AR" term="%22Shell%2C+Duane+F%2E%22">Shell, Duane F.</searchLink><br /><searchLink fieldCode="AR" term="%22Soh%2C+Leen-Kiat%22">Soh, Leen-Kiat</searchLink>
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  Data: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
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  Data: 10.1109/TE.2017.2705152
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  Data: 0018-9359
– Name: Abstract
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  Data: Computational thinking and creative thinking are valuable tools both within and outside of computer science (CS). The goal of the project discussed here is to increase students' achievement in CS courses through a series of computational creativity exercises (CCEs). In this paper, the framework of CCEs is described, and the results of two separate studies on their impact on student achievement are presented. Students in introductory CS courses completed CCEs as part of those courses. Students in Study 1 came from a variety of programs, and students in Study 2 were engineering majors. A profiling approach was used to test whether the impact of the CCEs could be accounted for by differences in students' motivated and self-regulated engagement. Overall, CCEs had positive impacts on students' grades and knowledge test scores, and although there were differences in achievement across the profiles, the impact of the CCEs was generally consistent across profiles. The CCEs appear to be a promising way to increase student achievement in introductory CS courses. Implications and directions for future research are discussed.
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  Label: Abstractor
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  Data: As Provided
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        Value: 10.1109/TE.2017.2705152
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      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Introductory Courses
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