A Log-Based Analysis of the Associations Between Creativity and Computational Thinking

2020 ◽  
pp. 073563312097342
Author(s):  
Rotem Israel-Fishelson ◽  
Arnon Hershkovitz ◽  
Andoni Eguíluz ◽  
Pablo Garaizar ◽  
Mariluz Guenaga
Keyword(s):  
Middle School Students ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Learning Task ◽  
Computational Creativity ◽  
Game Based Learning ◽  
School Students ◽  
Log Files ◽  
Research Findings ◽  
Over Time

Creativity and Computational Thinking (CT) have been both extensively researched in recent years. However, the associations between them are still not fully understood despite their recognition as essential competencies for the digital age. This study looks to bridge this gap by examining the association between CT and two types of creativity, i.e., Creative Thinking and Computational Creativity. The research was conducted among 124 middle school students from Spain, who were divided into control and experimental groups; the intervention included an explicit encouragement to be as creative as possible (i.e., to submit multiple correct solutions) in a given learning task. Data were analyzed from a standardized creativity test (Torrance's TTCT) and cross-referenced with log files that documented the students' activities in the Kodetu game-based learning environment. Our research findings indicate some interesting associations between CT and Creativity. First, we found that creativity contributes to CT. Second, we found that CT is transferable across different domains. Finally, we found that Computational Creativity can develop and improve over time.

The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics

2020 ◽  
Vol 58 (8) ◽  
pp. 1415-1447 ◽  
Author(s):  
Rotem Israel-Fishelson ◽  
Arnon Hershkovitz ◽  
Andoni Eguíluz ◽  
Pablo Garaizar ◽  
Mariluz Guenaga
Keyword(s):  
Creative Thinking ◽  
Computational Thinking ◽  
Personal Characteristics ◽  
Computational Creativity ◽  
Game Based Learning ◽  
School Students ◽  
Log Files ◽  
The Relationship ◽  
Shed Light

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.

Changes in Middle School Students’ Motivation Toward Physical Education Over One School Year

2009 ◽  
Vol 28 (4) ◽  
pp. 378-399 ◽  
Author(s):  
Zan Gao ◽  
Amelia M. Lee ◽  
Melinda A. Solmon ◽  
Tao Zhang
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Self Efficacy ◽  
Educational Practice ◽  
Future Research ◽  
School Students ◽  
Task Values ◽  
The Mean ◽  
Over Time

This study investigated the relationships and mean-level changes of middle school students’ motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students’ motivation. Participants (N = 206) completed questionnaires over a 1-year period: once in the sixth and seventh grades and again in the seventh and eighth grades. Results yielded that self-efficacy and task values were positive predictors of students’ intention across cohorts. The mean levels of self-efficacy decreased over time for students in Cohort 1 (across sixth and seventh grades). However, results revealed a consistent decline in the mean levels of other motivational variables for both cohorts. No gender differences emerged for the variables. The findings are discussed in regard to the implications for educational practice, and future research areas are presented.

Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students

2020 ◽  
pp. 54-75
Author(s):  
Hatice Yildiz Durak ◽  
Mustafa Saritepeci ◽  
Ahmet Topçu ◽  
Aykut Durak
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Computational Thinking ◽  
Academic Variables ◽  
School Students ◽  
Programming Education ◽  
Predictive Variables ◽  
Programming Tool ◽  
Math Class

This study examined the predictiveness of demographic and academic variables and the variables which are in relation with programming on computational thinking (CT) self-efficacy of middle school students who received and who did not receive programming education. Relational screening model was utilized in this study. One-hundred ninety-nine middle school students from 5th and 6th grades in Turkey composed the participants of the research. As the result of the research, it was found that CT self-efficacy level is low. Furthermore, programming experiences of the students are approximately two years. The most important predictor of CT self-efficacy of the students who received programming education is demographic variables. Predictive variables' relative order of importance on CT self-efficacy of the students who received programming education are gender, utilized programming tool, math class grade point average, and attitude towards programming.

Shooting for the Stars

2020 ◽  
pp. 239-258
Author(s):  
Rotem Israel-Fishelson ◽  
Arnon Hershkovitz
Keyword(s):  
Learning Environments ◽  
Deleterious Effect ◽  
Large Scale ◽  
Computational Thinking ◽  
Game Based Learning ◽  
School Students ◽  
Low Achieving Students ◽  
Multi Level ◽  
Context Of Learning ◽  
Elementary And Middle School

Persistence is considered a crucial factor for success in online learning environments. However, in interactive game-based learning environments, persistence in progressing in the game may come at the expense of investing in each of the game's levels. That is, the motivation to complete the game may have a deleterious effect on learning at specific levels and hence on learning from the game in general. Therefore, it is imperative that research focuses on micro-persistence, i.e., persistence during each component of the learning process. Taking a learning analytics approach, this large-scale log-based study (N=25,812 elementary- and middle-school students) examines micro-persistence within the context of learning computational thinking, a key skill for the 21st-century. Data was collected and analyzed from an online, game-based learning environment (CodeMonkey™). Results suggest that the acquisition of computational thinking is a multi-dimensional process, and that persistence is a crucial factor for success in multi-level game-based learning environments. The authors also found that game-based learning environments may prove effective in narrowing the gap between high-and low-achieving students.

scholarly journals Middle School Students From China’s Rice Area Show More Adaptive Creativity but Less Innovative and Boundary-Breaking Creativity

2022 ◽  
Vol 12 ◽  
Author(s):  
Wu-jing He ◽  
Wan-chi Wong
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Creative Thinking ◽  
School Students ◽  
Cross Cultural Comparison ◽  
Rice Area ◽  
Reverse Pattern ◽  
Wheat Group ◽  
Psychological Differences ◽  
Agricultural Regions

The present study aimed to conduct a cross-cultural comparison of creative thinking among Chinese middle school students from the rice- and wheat-growing areas in China through the lens of the rice theory, which postulates that there are major psychological differences among the individuals in these agricultural regions. Differences in cultural mindsets and creativity between the rice group (n = 336) and the wheat group (n = 347) were identified using the Chinese version of (1) the Auckland Individualism and Collectivism Scale (AICS) and (2) the Test for Creative Thinking–Drawing Production (TCT–DP), respectively. Interesting findings were obtained. The results of latent mean analyses indicate that the rice group showed significantly more collectivism and adaptive creativity than the wheat group but less individualism and innovative and boundary-breaking creativity. However, the two groups showed no significant differences in their overall creative performance, as reflected in the TCT–DP composite score. Moreover, results of hierarchical multiple regression analyses revealed that collectivism was positively related to adaptive creativity but negatively related to innovative and boundary-breaking creativity; however, a reverse pattern was found for individualism. These findings enrich the discourse regarding the rice theory and shed important light on the effect of culture on creativity.

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