Improving learning of computational thinking using computational creativity exercises in a college CSI computer science course for engineers
Duane F. Shell, Melissa Patterson Hazley, Leen‐Kiat Soh, Lee Dee Miller, Vlad Chiriacescu, Elizabeth Ingraham · 2014
Promoting computational thinking is a priority in CS education and other STEM and non-STEM disciplines. Our innovative, NSF-funded IC2Think project blends computational and creative thinking. In Spring 2013, we deployed Computational Creativity Exercises (CCE) designed to engage creative competencies (Surrounding, Capturing, Challenging and Broadening) in an introductory CSI course for engineering students. We compared this CCE implementation semester (80 students, 95% completing 3 or 4 CCEs) to the Fall 2013 semester of the same course (55 students) without CCEs. CCE implementation students had significantly higher scores on a CS concepts and skills knowledge test (F(1, 132) = 7.72, p2= .055; M=7.47 to M=6.13; 13 items) and significantly higher self-efficacy for applying CS knowledge in their field (F(1, 153) = 12.22, p2= .074; M=70.64 to M=61.47; 100-point scale). CCE implementation students had significantly higher study time (t(1, 136) = 2.08, p = .04; M=3.88 to M=3.29; 7-point scale) and significantly lower lack of regulation, which measures difficulties with studying (t(1, 136) = 2.82, p = .006; M=2.80 to M=3.21; 5-point scale). The addition of computational creativity exercises to CS courses may improve computational thinking and learning of CS knowledge and skills.