TY - CONF
T1 - Impact of Creative Competency Exercises on College Computer Science Students' Learning, Achievement, Self-Efficacy, and Creativity
AU - Wang, Shiyuan
AU - Shell, Duane F.
AU - Flanigan, Abraham E.
AU - Peteranetz, Markeya S.
AU - Soh, Leen-Kiat
N1 - Join more than 15,000 of your colleagues Thursday, April 27 - Monday, May 1 in San Antonio. The preconference events will take place on Wednesday, April 26, and the morning of Thursday, April 27. Annual Meeting sessions will be held Thursday, April 27 - Monday, May 1 in the Henry B.
PY - 2017/4/28
Y1 - 2017/4/28
N2 - Presentation given at the American Educational Research Association Annual Conference. 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.
AB - Presentation given at the American Educational Research Association Annual Conference. 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.
UR - https://convention2.allacademic.com/one/aera/aera17/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1176514&PHPSESSID=s6fo93h4v21l56if4rc0lfrhkm
M3 - Presentation
T2 - American Educational Research Association Annual Meeting
Y2 - 1 April 2022
ER -