Interactive Learning Environment Through Visualization to Promote Creative Thinking Among Non-Major Undergraduate Computer Science Students Learning Computer Programming Subject

Abstract

This study aimed to investigate whether the experience of learning using a visual interactive learning environment through visualization impacts performance and dimensions of creative potential in terms of creative thinking. Sixteen (16) non-random non-major undergraduate computer science students learning computer programming subjects were exposed to a visual interactive learning environment through visualization in a pre-experimental single group pre-posttest research design. Before and after participants learn using visual interactive learning environment through visualization for six (6) weeks, they must complete three Visual tests and two verbal tasks of the Torrance Tests of Creative Thinking (TTCT). Both descriptive and inferential statistics were used to analyze the data. The study showed significant evidence that the performance and creative level of the students are better after learning using a visual interactive learning environment except for Verbal Fluency and Verbal Flexibility dimensions of Creative thinking. Implications of these findings for future research are discussed.