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Helping Engineering Students Learn in Introductory Computer Science (CS1) Using Computational Creativity Exercises (CCEs)

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Title: Helping Engineering Students Learn in Introductory Computer Science (CS1) Using Computational Creativity Exercises (CCEs)
Language: English
Authors: Peteranetz, Markeya S. (ORCID 0000-0002-5228-0687), Flanigan, Abraham E., Shell, Duane F., Soh, Leen-Kiat (ORCID 0000-0002-6094-4666)
Source: IEEE Transactions on Education. Aug 2018 61(3):195-203.
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: 2018
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 0829647
1431874
1122956
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Engineering Education, Evidence Based Practice, Problem Solving, Control Groups, Experimental Groups, Introductory Courses, Computer Science Education, Self Efficacy, Student Attitudes, Teaching Methods, Learning Processes, Creativity, Course Descriptions, Undergraduate Students
DOI: 10.1109/TE.2018.2804350
ISSN: 0018-9359
Abstract: Contribution: This paper provides evidence that computational creativity exercises (CCEs) can increase engineering students' learning in introductory computer science (CS1) courses. Its main contribution is its more rigorous treatment/control group research design that allows testing for causal influences of CCEs on student learning and performance. Background: Computer science (CS) courses are critical foundational courses for engineering students. CCEs that merge computational and creative thinking have been shown to increase achievement and learning of engineering and nonengineering students in CS1 courses, but previous research has used quasi- and non-experimental designs. Intended Outcomes: CCEs are intended to improve students' learning of CS1 content and problem-solving ability by fostering computational creativity. Application Design: CCEs can improve student learning and can be used to supplement other evidence-based instructional practices. Findings: Propensity score matching was used to create equivalent treatment and control groups; results show that students in the CCE implementation section had higher scores on a CS knowledge test than students in the control section, but not higher self-efficacy for their CS knowledge. Focus group and open-ended survey questions indicated that students had mixed reactions to the CCEs, with about half the students seeing them as improving their learning, understanding, and ability to apply CS in their engineering field. Responses also reinforced the importance of fully incorporating CCEs in courses and aligning them with course topics.
Abstractor: As Provided
Number of References: 29
Entry Date: 2018
Accession Number: EJ1192591
Database: ERIC
FullText Text:
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  Data: Helping Engineering Students Learn in Introductory Computer Science (CS1) Using Computational Creativity Exercises (CCEs)
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  Data: <searchLink fieldCode="AR" term="%22Peteranetz%2C+Markeya+S%2E%22">Peteranetz, Markeya S.</searchLink> (ORCID <externalLink term="https://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> (ORCID <externalLink term="https://orcid.org/0000-0002-6094-4666">0000-0002-6094-4666</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22IEEE+Transactions+on+Education%22"><i>IEEE Transactions on Education</i></searchLink>. Aug 2018 61(3):195-203.
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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: <searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
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  Data: 10.1109/TE.2018.2804350
– Name: ISSN
  Label: ISSN
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  Data: 0018-9359
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Contribution: This paper provides evidence that computational creativity exercises (CCEs) can increase engineering students' learning in introductory computer science (CS1) courses. Its main contribution is its more rigorous treatment/control group research design that allows testing for causal influences of CCEs on student learning and performance. Background: Computer science (CS) courses are critical foundational courses for engineering students. CCEs that merge computational and creative thinking have been shown to increase achievement and learning of engineering and nonengineering students in CS1 courses, but previous research has used quasi- and non-experimental designs. Intended Outcomes: CCEs are intended to improve students' learning of CS1 content and problem-solving ability by fostering computational creativity. Application Design: CCEs can improve student learning and can be used to supplement other evidence-based instructional practices. Findings: Propensity score matching was used to create equivalent treatment and control groups; results show that students in the CCE implementation section had higher scores on a CS knowledge test than students in the control section, but not higher self-efficacy for their CS knowledge. Focus group and open-ended survey questions indicated that students had mixed reactions to the CCEs, with about half the students seeing them as improving their learning, understanding, and ability to apply CS in their engineering field. Responses also reinforced the importance of fully incorporating CCEs in courses and aligning them with course topics.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 29
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  Data: 2018
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  Data: EJ1192591
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        Value: 10.1109/TE.2018.2804350
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 195
    Subjects:
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Problem Solving
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      – SubjectFull: Control Groups
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      – SubjectFull: Experimental Groups
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Undergraduate Students
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      – TitleFull: Helping Engineering Students Learn in Introductory Computer Science (CS1) Using Computational Creativity Exercises (CCEs)
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