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.
2017
Gal, Lilach; Hershkovitz, Arnon; Eguíluz, Andoni; Guenaga, Mariluz; Garaizar, Pablo
Suggesting a Log-Based Creativity Measurement for Online Programming Learning Environment Conference
Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale (L@S ’17), ACM New York, NY, USA ©2017 , Cambridge, Massachusetts, USA, 2017, ISBN: 978-1-4503-4450-0.
Abstract | Links | BibTeX | Tags: Creativity, learning analytics, log-based measurement, programming learning
@conference{Gal2017,
title = {Suggesting a Log-Based Creativity Measurement for Online Programming Learning Environment},
author = {Lilach Gal and Arnon Hershkovitz and Andoni Eguíluz and Mariluz Guenaga and Pablo Garaizar},
url = {http://dl.acm.org/citation.cfm?doid=3051457.3054003},
doi = {10.1145/3051457.3054003},
isbn = {978-1-4503-4450-0},
year = {2017},
date = {2017-04-12},
booktitle = {Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale (L@S ’17)},
pages = {273-277},
publisher = {ACM New York, NY, USA ©2017 },
address = {Cambridge, Massachusetts, USA},
abstract = {Creativity has long been suggested as an important factor in learning. In this paper, we present a preliminary study of creativity in an online programming learning environment. We operationalize creativity using an existing scheme for scoring it, and then measure it automatically based on the system log files. We analyze the data in order to explore the associations between creativity and personal/contextual variables. Creativity is associated with contextual variables and is not associated with personal variables. Directions for continuing this research are discussed.},
keywords = {Creativity, learning analytics, log-based measurement, programming learning},
pubstate = {published},
tppubtype = {conference}
}
Creativity has long been suggested as an important factor in learning. In this paper, we present a preliminary study of creativity in an online programming learning environment. We operationalize creativity using an existing scheme for scoring it, and then measure it automatically based on the system log files. We analyze the data in order to explore the associations between creativity and personal/contextual variables. Creativity is associated with contextual variables and is not associated with personal variables. Directions for continuing this research are discussed.
2016
Bustillo, J.; Garaizar, Pablo
Using Scratch to foster creativity behind bars: two positive experiences in jail Journal Article
In: vol. 19, pp. 60-72, 2016.
Abstract | Links | BibTeX | Tags: Creativity, Offenders, Prison, Programming, Scratch, Skills
@article{Bustillo2015,
title = {Using Scratch to foster creativity behind bars: two positive experiences in jail},
author = {J. Bustillo and Pablo Garaizar},
url = {http://home/learninglabdeust/public_html.sciencedirect.com/science/article/pii/S1871187115300249},
doi = {10.1016/j.tsc.2015.08.003},
year = {2016},
date = {2016-03-01},
volume = {19},
pages = {60-72},
abstract = {In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.},
keywords = {Creativity, Offenders, Prison, Programming, Scratch, Skills},
pubstate = {published},
tppubtype = {article}
}
In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
2015
Olivares-Rodriguez, Cristian; Guenaga, Mariluz
Detection of the Student Creative Behavior Based on Diversity of Queries Book
Cham Springer, 2015, ISBN: 978-3-319-26400-4.
Abstract | Links | BibTeX | Tags: Creativity, students experiments
@book{Olivares-Rodriguez2015b,
title = {Detection of the Student Creative Behavior Based on Diversity of Queries},
author = {Cristian Olivares-Rodriguez and Mariluz Guenaga},
url = {https://doi.org/10.1007/978-3-319-26401-1_18},
doi = {10.1007/978-3-319-26401-1_18},
isbn = {978-3-319-26400-4},
year = {2015},
date = {2015-12-01},
volume = {9454},
publisher = {Cham Springer},
abstract = {Creativity is a skill of the twenty-first century, because in today's society both solving problems such as changing environmental conditions are part of everyday life. However, evaluation of this skill is done through explicit methods which take a long time to implementation, not part of a daily task of students or have a high level of subjectivity. Therefore, we propose an implicit model for detecting student creative behavior based on the diversity of queries issued by students during a task search information to solve a problem. The diversity of the queries is calculated through the opportunities for such queries linked to each point of view. The method has shown very promising results ona small group of students. This shows that the diversity of queries is a good indicator of student creative behavior, so it is feasible to establish an implicit model for the detection of this ability, which is in daily use by students and, therefore, not need additional time to complete.},
keywords = {Creativity, students experiments},
pubstate = {published},
tppubtype = {book}
}
Creativity is a skill of the twenty-first century, because in today's society both solving problems such as changing environmental conditions are part of everyday life. However, evaluation of this skill is done through explicit methods which take a long time to implementation, not part of a daily task of students or have a high level of subjectivity. Therefore, we propose an implicit model for detecting student creative behavior based on the diversity of queries issued by students during a task search information to solve a problem. The diversity of the queries is calculated through the opportunities for such queries linked to each point of view. The method has shown very promising results ona small group of students. This shows that the diversity of queries is a good indicator of student creative behavior, so it is feasible to establish an implicit model for the detection of this ability, which is in daily use by students and, therefore, not need additional time to complete.
Bustillo, J.; Garaizar, Pablo
Using Scratch to foster creativity behind bars: Two positive experiences in jail Journal Article
In: Thinking Skills and Creativity , vol. 19, pp. 60-72, 2015.
Abstract | Links | BibTeX | Tags: Creativity, Offenders, Prison, Programming, Scratch, Skills
@article{Bustillo2015b,
title = {Using Scratch to foster creativity behind bars: Two positive experiences in jail},
author = {J. Bustillo and Pablo Garaizar },
doi = {10.1016/j.tsc.2015.08.003},
year = {2015},
date = {2015-08-01},
journal = {Thinking Skills and Creativity },
volume = {19},
pages = {60-72},
abstract = {In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
},
keywords = {Creativity, Offenders, Prison, Programming, Scratch, Skills},
pubstate = {published},
tppubtype = {article}
}
In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
Olivares-Rodriguez, Cristian; Guenaga, Mariluz
Learning the Creative Potential of Students by Mining a Word Association Task Conference
International Conference on Educational Data Mining (EDM) , 2015.
Abstract | Links | BibTeX | Tags: accuracy, Creativity, models
@conference{Olivares-Rodriguez2015,
title = {Learning the Creative Potential of Students by Mining a Word Association Task},
author = {Cristian Olivares-Rodriguez and Mariluz Guenaga},
url = {http://home/learninglabdeust/public_html.educationaldatamining.org/EDM2015/uploads/papers/paper_55.pdf},
year = {2015},
date = {2015-06-29},
booktitle = {International Conference on Educational Data Mining (EDM) },
abstract = {Creativity is a relevant skill for human beings in order to
overcome complex problems and reach novel solutions based
on unexpected associations of concepts. Thus, the education
of creativity becomes relevant, but there are not tools to automatically
track the creative potential of learners over time.
This work provides a novel set of behavioural features about
creativity based on associative skills. These associations are
processed to define two models that depict students’ creative
potential. This way, we have reached an acceptable accuracy
rate in the classification of creative potential, hence we have
found concrete evidence regarding the ability to automatically
predict the creative potential of students based on their
association capabitilies.},
keywords = {accuracy, Creativity, models},
pubstate = {published},
tppubtype = {conference}
}
Creativity is a relevant skill for human beings in order to
overcome complex problems and reach novel solutions based
on unexpected associations of concepts. Thus, the education
of creativity becomes relevant, but there are not tools to automatically
track the creative potential of learners over time.
This work provides a novel set of behavioural features about
creativity based on associative skills. These associations are
processed to define two models that depict students’ creative
potential. This way, we have reached an acceptable accuracy
rate in the classification of creative potential, hence we have
found concrete evidence regarding the ability to automatically
predict the creative potential of students based on their
association capabitilies.
overcome complex problems and reach novel solutions based
on unexpected associations of concepts. Thus, the education
of creativity becomes relevant, but there are not tools to automatically
track the creative potential of learners over time.
This work provides a novel set of behavioural features about
creativity based on associative skills. These associations are
processed to define two models that depict students’ creative
potential. This way, we have reached an acceptable accuracy
rate in the classification of creative potential, hence we have
found concrete evidence regarding the ability to automatically
predict the creative potential of students based on their
association capabitilies.