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.