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Contribution: This paper provides evidence that computational creativity exercises (CCEs) can increase engineering students’ learning in introductory computer science (CS1) courses. Its main contribution is its more rigorous treatment/control group research design that allows testing for causal influences of CCEs on student learning and performance. Background: Computer science (CS) courses are critical foundational courses for engineering students. CCEs that merge computational and creative thinking have been shown to increase achievement and learning of engineering and nonengineering students in CS1 courses, but previous research has used quasi- and non-experimental designs. Intended Outcomes: CCEs are intended to improve students’ learning of CS1 content and problem-solving ability by fostering computational creativity. Application Design: CCEs can improve student learning and can be used to supplement other evidence-based instructional practices. Findings: Propensity score matching was used to create equivalent treatment and control groups; results show that students in the CCE implementation section had higher scores on a CS knowledge test than students in the control section, but not higher self-efficacy for their CS knowledge. Focus group and open-ended survey questions indicated that students had mixed reactions to the CCEs, with about half the students seeing them as improving their learning, understanding, and ability to apply CS in their engineering field. Responses also reinforced the importance of fully incorporating CCEs in courses and aligning them with course topics. [ABSTRACT FROM AUTHOR]

Computational thinking and creative thinking are valuable tools both within and outside of computer science (CS). The goal of the project discussed here is to increase students’ achievement in CS courses through a series of computational creativity exercises (CCEs). In this paper, the framework of CCEs is described, and the results of two separate studies on their impact on student achievement are presented. Students in introductory CS courses completed CCEs as part of those courses. Students in Study 1 came from a variety of programs, and students in Study 2 were engineering majors. A profiling approach was used to test whether the impact of the CCEs could be accounted for by differences in students’ motivated and self-regulated engagement. Overall, CCEs had positive impacts on students’ grades and knowledge test scores, and although there were differences in achievement across the profiles, the impact of the CCEs was generally consistent across profiles. The CCEs appear to be a promising way to increase student achievement in introductory CS courses. Implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]