Problem solved, but how? An exploratory study into students’ problem solving processes in creative coding tasks

Abstract

Problem solving capabilities have often been reported by teachers as a key benefit from creative coding activities in school-age children. However, few studies to date have defined problem solving, and investigated how it is operationalised in interdisciplinary creative coding tasks. This study aims to build knowledge about students’ use of computational thinking and computer science concepts for problem solving when coding animated narratives. The research investigated students’ coding processes using data gathered from audio and device display recordings and semi-structured interviews. Results suggest limitations to the use of creative coding tasks if the expectation is to develop computational thinking and systematic problem solving strategies, or learn basic computer science concepts. They revealed that novice students rarely solved coding problems using optimal technically-based strategies despite being given explicit instruction on their use, opting instead to bypass problems by adjusting intended outcomes, or by using low level code translation strategies. Results demonstrate that engaging computational thinking or even demonstrating understanding of basic computer science concepts was not a requirement to produce a viable creative coding outcome. This study contributes new understanding of students’ coding practices when engaged in creative coding tasks in regular, non-specialist classrooms. Its findings challenge the commonly-held assumption that coding is a natural ‘vehicle’ to develop computational thinking and systematic approaches to problem solving. It also questions the learning that results from the non-technical, inefficient and often ineffective problem solving practices students employ during ‘creative coding’ tasks, that are frequently used by non-specialist teachers in response to curriculum requirements.