2020
Israel-Fishelson, Rotem; Hershkovitz, Arnon; Eguiluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
Computational Thinking and Creativity: A Test for Interdependency Conference
Proceedings of International Conference on Computational Thinking Education, no. 15, 2020, ISSN: 2664-5661.
Abstract | Links | BibTeX | Tags: Computational Thinking, Creativity, game-based learning, learning analytics, log analysis
@conference{Israel-Fishelson2020b,
title = {Computational Thinking and Creativity: A Test for Interdependency},
author = {Rotem Israel-Fishelson and Arnon Hershkovitz and Andoni Eguiluz and Pablo Garaizar and Mariluz Guenaga},
url = {https://home/learninglabdeust/public_html.eduhk.hk/cte2020/doc/CTE2020%20Proceedings.pdf#page=27},
issn = {2664-5661},
year = {2020},
date = {2020-08-19},
booktitle = {Proceedings of International Conference on Computational Thinking Education},
number = {15},
pages = {15-20},
abstract = {Computational Thinking (CT) and creativity are considered fundamental skills for future citizens. We studied the
associations between these two constructs among middle school students (N=174), considering two types of
creativity: Creative Thinking and Computational Creativity. We did so using log files from a game-based learning
platform (Kodetu) and a standardized creativity test. We found that the more creative the students were (as measured
by a traditional creativity test), the more effectively they acquired CT. We also found significant positive correlations
between Computational Creativity and the acquisition of CT in some levels of the game, and a positive correlation
between Creative Thinking and Computational Creativity.},
keywords = {Computational Thinking, Creativity, game-based learning, learning analytics, log analysis},
pubstate = {published},
tppubtype = {conference}
}
Computational Thinking (CT) and creativity are considered fundamental skills for future citizens. We studied the
associations between these two constructs among middle school students (N=174), considering two types of
creativity: Creative Thinking and Computational Creativity. We did so using log files from a game-based learning
platform (Kodetu) and a standardized creativity test. We found that the more creative the students were (as measured
by a traditional creativity test), the more effectively they acquired CT. We also found significant positive correlations
between Computational Creativity and the acquisition of CT in some levels of the game, and a positive correlation
between Creative Thinking and Computational Creativity.
associations between these two constructs among middle school students (N=174), considering two types of
creativity: Creative Thinking and Computational Creativity. We did so using log files from a game-based learning
platform (Kodetu) and a standardized creativity test. We found that the more creative the students were (as measured
by a traditional creativity test), the more effectively they acquired CT. We also found significant positive correlations
between Computational Creativity and the acquisition of CT in some levels of the game, and a positive correlation
between Creative Thinking and Computational Creativity.
Israel-Fishelson, Rotem; Hershkovitz, Arnon; Eguiluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics Journal Article
In: Journal of Educational Computing Research, pp. 1-33, 2020.
Abstract | Links | BibTeX | Tags: Computational Thinking, Creativity, game-based learning, learning analytics, log analysis
@article{Israel-Fishelson2020,
title = {The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics},
author = {Rotem Israel-Fishelson and Arnon Hershkovitz and Andoni Eguiluz and Pablo Garaizar and Mariluz Guenaga},
url = {https://journals.sagepub.com/eprint/JZIDVYEURZNPIGZXVIMT/full#articleCitationDownloadContainer
http://learninglab.deusto.es/wp-content/uploads/2020/07/0735633120940954.pdf},
doi = {https://doi.org/10.1177/0735633120940954},
year = {2020},
date = {2020-07-13},
journal = {Journal of Educational Computing Research},
pages = {1-33},
abstract = {Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world. We studied the relationship between these two constructs while focusing on learners’ personal characteristics. Two types of creativity were examined: creative thinking and computational creativity. The research was conducted among 174 middle school students from Spain. Data collected using a standardized creativity test (Torrance's TTCT) were triangulated with data drawn from students' log files that documented their activity in a game-based learning environment for CT (Kodetu). We found some interesting associations between CT and the two constructs of creativity. These associations shed light on positive associations between each of the two creativity constructs and CT acquisition, as well as between the two creativity constructs themselves. Additionally, we highlight differences between boys and girls, as girls were found to be more creative on both creativity measures. Other differences associated with school affiliation, prior coding knowledge, and technology affinity are also discussed.},
keywords = {Computational Thinking, Creativity, game-based learning, learning analytics, log analysis},
pubstate = {published},
tppubtype = {article}
}
Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world. We studied the relationship between these two constructs while focusing on learners’ personal characteristics. Two types of creativity were examined: creative thinking and computational creativity. The research was conducted among 174 middle school students from Spain. Data collected using a standardized creativity test (Torrance's TTCT) were triangulated with data drawn from students' log files that documented their activity in a game-based learning environment for CT (Kodetu). We found some interesting associations between CT and the two constructs of creativity. These associations shed light on positive associations between each of the two creativity constructs and CT acquisition, as well as between the two creativity constructs themselves. Additionally, we highlight differences between boys and girls, as girls were found to be more creative on both creativity measures. Other differences associated with school affiliation, prior coding knowledge, and technology affinity are also discussed.
2019
Hershkovitz, Arnon; Sitman, Raquel; Israel-Fishelson, Rotem; Eguíluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
Creativity in the acquisition of computational thinking Journal Article
In: Interactive Learning Environments, vol. 0, no. 0, pp. 1-17, 2019.
Abstract | Links | BibTeX | Tags: Computational Thinking, computer-aided instruction, Creativity, game-based learning, learning analytics, log analysis, middle school
@article{Hershkovitz2019,
title = {Creativity in the acquisition of computational thinking},
author = {Arnon Hershkovitz and Raquel Sitman and Rotem Israel-Fishelson and Andoni Eguíluz and Pablo Garaizar and Mariluz Guenaga
},
url = {https://home/learninglabdeust/public_html.tandfonline.com/doi/full/10.1080/10494820.2019.1610451},
doi = {10.1080/10494820.2019.1610451},
year = {2019},
date = {2019-04-25},
journal = {Interactive Learning Environments},
volume = {0},
number = {0},
pages = {1-17},
abstract = {Many worldwide initiatives consider both creativity and computational thinking as crucial skills for future citizens, making them a priority for today's learners. We studied the associations between these two constructs among middle school students (N = 57), considering two types of creativity: a general creative thinking, and a specific computational creativity. We did so using learning analytics, specifically, by operationalizing a log-based assessment of computational creativity. We find some evidence for an association between Computational Creativity and Computational Thinking: Demonstrating originality in an early stage of the game is associated with succeeding in this stage relatively easily, however negatively associated with progressing farther in the game. We also find that Computational Creativity is better explained by a state- rather than a trait-model. No associations were found between Creative Thinking and Computational Thinking. Furthermore, we find some striking associations between the two measures of creativity.},
keywords = {Computational Thinking, computer-aided instruction, Creativity, game-based learning, learning analytics, log analysis, middle school},
pubstate = {published},
tppubtype = {article}
}
Many worldwide initiatives consider both creativity and computational thinking as crucial skills for future citizens, making them a priority for today's learners. We studied the associations between these two constructs among middle school students (N = 57), considering two types of creativity: a general creative thinking, and a specific computational creativity. We did so using learning analytics, specifically, by operationalizing a log-based assessment of computational creativity. We find some evidence for an association between Computational Creativity and Computational Thinking: Demonstrating originality in an early stage of the game is associated with succeeding in this stage relatively easily, however negatively associated with progressing farther in the game. We also find that Computational Creativity is better explained by a state- rather than a trait-model. No associations were found between Creative Thinking and Computational Thinking. Furthermore, we find some striking associations between the two measures of creativity.
Hershkovitz, Arnon; Sitman, Raquel; Israel-Fishelson, Rotem; Eguiluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
Creativity inside and outside programming learning Conference
LAK19: The 9th International Learning Analytics & Knowledge Conference, 2019, ISBN: 978-1-4503-6256-6.
Abstract | Links | BibTeX | Tags: Computational Thinking, Creativity, game-based learning
@conference{Hershkovitz2019b,
title = {Creativity inside and outside programming learning},
author = {Arnon Hershkovitz and Raquel Sitman and Rotem Israel-Fishelson and Andoni Eguiluz and Pablo Garaizar and Mariluz Guenaga},
url = {https://home/learninglabdeust/public_html.researchgate.net/profile/Rotem_Israel-Fishelson/publication/333845240_Creativity_Inside_and_Outside_Programming_Learning/links/5d08d20892851cfcc61f9f89/Creativity-Inside-and-Outside-Programming-Learning.pdf},
isbn = {978-1-4503-6256-6},
year = {2019},
date = {2019-03-04},
booktitle = {LAK19: The 9th International Learning Analytics & Knowledge Conference},
abstract = { Both creativity and computational thinking are considered as crucial skills for future citizens. We studied the associations between these two constructs among middle
school students (N=57), considering two types of creativity: general creative thinking, and specific computational creativity. We find some similarities between creative thinking and computational creativity, and interesting associations between the latter and computational thinking acquisition.},
keywords = {Computational Thinking, Creativity, game-based learning},
pubstate = {published},
tppubtype = {conference}
}
Both creativity and computational thinking are considered as crucial skills for future citizens. We studied the associations between these two constructs among middle
school students (N=57), considering two types of creativity: general creative thinking, and specific computational creativity. We find some similarities between creative thinking and computational creativity, and interesting associations between the latter and computational thinking acquisition.
school students (N=57), considering two types of creativity: general creative thinking, and specific computational creativity. We find some similarities between creative thinking and computational creativity, and interesting associations between the latter and computational thinking acquisition.
2014
Menchaca, Iratxe; Jerez, Alex Rayón; Garcia-Zubia, Javier; Bardinet, Bénédicte; Guenaga, Mariluz
Competence Development and Assessment Using a Game-based Strategy Journal Article
In: International Journal of Online Engineering (iJOE), 2014, ISSN: 1861-2121.
Abstract | Links | BibTeX | Tags: assessment, game-based learning, generic competence
@article{Mentxaka2014,
title = {Competence Development and Assessment Using a Game-based Strategy},
author = {Iratxe Menchaca and Alex Rayón Jerez and Javier Garcia-Zubia and Bénédicte Bardinet and Mariluz Guenaga},
doi = {10.3991/ijoe.v10i2.3377},
issn = { 1861-2121},
year = {2014},
date = {2014-03-01},
journal = {International Journal of Online Engineering (iJOE)},
abstract = {This paper presents a serious game that aims to develop and assess oral and interpersonal communication competences. Based on the University of Deusto?s Learning model we implement a multiplayer adventure environment using HTML5 and Javascript technologies. It includes several activities; each of them covers usually more than one of the three levels of mastery described for each competence, and provides data that match indicators to evaluate students? performance. The main challenge, assessment, is achieved integrating automatic data collected by the system and peer and self-review using standard criteria and standards described in a rubric.},
keywords = {assessment, game-based learning, generic competence},
pubstate = {published},
tppubtype = {article}
}
This paper presents a serious game that aims to develop and assess oral and interpersonal communication competences. Based on the University of Deusto?s Learning model we implement a multiplayer adventure environment using HTML5 and Javascript technologies. It includes several activities; each of them covers usually more than one of the three levels of mastery described for each competence, and provides data that match indicators to evaluate students? performance. The main challenge, assessment, is achieved integrating automatic data collected by the system and peer and self-review using standard criteria and standards described in a rubric.
2011
Dziabenko, Olga; Garcia-Zubia, Javier
Remote experiments and online games: How to merge them? Conference
Global Engineering Education Conference , IEEE, 2011, ISBN: 978-1-61284-643-9.
Abstract | Links | BibTeX | Tags: flow, game-based learning, remote experiments, remote laboratory
@conference{Dziabenko2011,
title = {Remote experiments and online games: How to merge them?},
author = {Olga Dziabenko and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=5773285},
doi = {10.1109/EDUCON.2011.5773285},
isbn = {978-1-61284-643-9},
year = {2011},
date = {2011-04-06},
booktitle = {Global Engineering Education Conference },
publisher = {IEEE},
abstract = {Online games fulfill the basic requirements of learning environments and can provide engaging learning experience for students. The remote experimentations bring to STEM (science, technology, engineering and mathematics) students the ability to practice configuration, deployment, and troubleshooting scenarios in real-life environment on real equipment. These two teaching methodologies are well known, developed and described in the literature. However, the concepts of integration of the remote experimentations and the game setting are yet to be developed. This paper discusses the guidelines for such integrations. The emphasis is made on the educational game design and the flow as a positive impact on learning and attitude of the players. Besides the challenges of balancing attractive elements (graphics, sounds) and educational objectives, the design of the games related to remote laboratories needs to be adjusted to contemporary technological conditions.
},
keywords = {flow, game-based learning, remote experiments, remote laboratory},
pubstate = {published},
tppubtype = {conference}
}
Online games fulfill the basic requirements of learning environments and can provide engaging learning experience for students. The remote experimentations bring to STEM (science, technology, engineering and mathematics) students the ability to practice configuration, deployment, and troubleshooting scenarios in real-life environment on real equipment. These two teaching methodologies are well known, developed and described in the literature. However, the concepts of integration of the remote experimentations and the game setting are yet to be developed. This paper discusses the guidelines for such integrations. The emphasis is made on the educational game design and the flow as a positive impact on learning and attitude of the players. Besides the challenges of balancing attractive elements (graphics, sounds) and educational objectives, the design of the games related to remote laboratories needs to be adjusted to contemporary technological conditions.