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

Shiyuan Wang, Duane F. Shell, Abraham E. Flanigan, Markeya S. Peteranetz, Leen-Kiat Soh

Research output: Contribution to conferencePresentation

Abstract

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.

Original languageAmerican English
StatePublished - Apr 28 2017
EventAmerican Educational Research Association Annual Meeting - San Diego, CA
Duration: Apr 1 2022 → …

Conference

ConferenceAmerican Educational Research Association Annual Meeting
Period04/1/22 → …

DC Disciplines

  • Education
  • Curriculum and Instruction

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