Impact of Creative Competency Exercises in College Computer Science Courses on Students’ Creativity and Learning

• In Event: Computational Thinking

Abstract

The purpose of the present study was to investigate how implementation of creative thinking exercises based on Epstein’s Generativity Theory affected students’ creative competencies, grades, and learning of computational thinking in undergraduate computer science courses and to determine what motivated students to complete exercises. Findings supported our hypothesis that incorporation of creative thinking exercises in computer science courses can enhance student learning and achievement. Students completing more exercises achieved higher course grades and had better long-term retention of core course content. Completion of more exercises did not, however, impact students’ creative competency scores. Completion of exercises was motivated by higher task approach goals and instrumentality and lower negative affect.

Authors

• Duane F. Shell, University of Nebraska - Lincoln

• Melissa Patterson-Hazley, University of Nebraska - Lincoln

• Leen-Kiat Soh, University of Nebraska - Lincoln

• Elizabeth Ingraham, University of Nebraska - Lincoln

• Stephen Ramsay, University of Nebraska-Lincoln