Integrating computational and creative thinking to improve learning and performance in CS1

Authors:
L. D. Miller;Leen-Kiat Soh;Vlad Chiriacescu;Elizabeth Ingraham;Duane F. Shell;Melissa Patterson Hazley
Affiliations:
University of Nebraska, Lincoln, NE, USA;University of Nebraska, Lincoln, NE, USA;University of Nebraska, Lincoln, NE, USA;University of Nebraska, Lincoln, NE, USA;University of Nebraska, Lincoln, NE, USA;University of Nebraska, Lincoln, NE, USA
Venue:
Proceedings of the 45th ACM technical symposium on Computer science education
Year:
2014

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Abstract

Our research is based on an innovative approach that integrates computational thinking and creative thinking in CS1 to improve student learning performance. Referencing Epstein's Generativity Theory, we designed and deployed a suite of creative thinking exercises with linkages to concepts in computer science and computational thinking, with the premise that students can leverage their creative thinking skills to "unlock" their understanding of computational thinking. In this paper, we focus on our study on differential impacts of the exercises on different student populations. For all students there was a linear "dosage effect" where completion of each additional exercise increased retention of course content. The impacts on course grades, however, were more nuanced. CS majors had a consistent increase for each exercise, while non-majors benefited more from completing at least three exercises. It was also important for freshmen to complete all four exercises. We did find differences between women and men but cannot draw conclusions.