Impact of Creative Competency Exercises on College Computer Science Students' Learning, Achievement, Self-Efficacy, and Creativity

• In Event: 30.031 - Learning, Cognition, and Motivation in Postsecondary Engineering and Computer Science

Abstract

The purpose of the present study was to investigate how inclusion of computational creativity exercises (CCE) based on Epstein’s Generativity Theory (1996, 2005; Epstein, Schmidt, & Warel, 2008) in post-secondary computer science courses affected students’ class grades, learning of computational thinking and CS knowledge, self-efficacy, and creative competency. A propensity score matching technique was used to create two comparable groups (control/intervention). ANOVA results showed that the implementation of CCE in undergraduate computer science courses enhanced student class grades, long-term retention of core knowledge, and higher self-efficacy for creatively applying their CS knowledge. The effect of the CCEs was consistent across upper and lower division courses for all outcomes.

Authors

• Shiyuan Wang, Rowan University

• Duane F. Shell, University of Nebraska - Lincoln

• Abraham Flanigan, University of Nebraska - Lincoln

• Markeya Peteranetz, University of Nebraska - Lincoln

• Leen-Kiat Soh, University of Nebraska - Lincoln