Improving learning of computational thinking using computational creativity exercises in a college CSI computer science course for engineers

Abstract

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, p < 01, partial Eta2 = .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, p < .01, partial Eta2 = .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.