Examinando por Autor "Israel-Fishelson, Rotem"

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    Ítem
    The associations between computational thinking and creativity: the role of personal characteristics
    (SAGE Publications Inc., 2021-01-01) Israel-Fishelson, Rotem; Hershkovitz, Arnon; Eguíluz, Andoni; Garaizar, Pablo ; Guenaga Gómez, Mariluz
    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.
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    Creativity in the acquisition of computational thinking
    (Routledge, 2019-08-18) Hershkovitz, Arnon; Sitman, Raquel; Israel-Fishelson, Rotem; Eguíluz, Andoni; Garaizar, Pablo ; Guenaga Gómez, Mariluz
    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.