short-paper

Inferring Creativity in Visual Programming Environments

Authors:

Anastasia Kovalkov,

Avi Segal,

Kobi GalAuthors Info & Claims

L@S '20: Proceedings of the Seventh ACM Conference on Learning @ Scale

Pages 269 - 272

https://doi.org/10.1145/3386527.3406725

Published: 12 August 2020 Publication History

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Abstract

This paper explores the use of data analytics for identifying creativity in visual programming. Visual programming environments are increasingly included in the schools curriculum. Their potential for promoting creative thinking in students is an important factor in their adoption. However, there does not exist a standard approach for detecting creativity in students' programming behavior, and analyzing programs manually requires human expertise and is time consuming. This work provides a computational tool for measuring creativity in visual programming that combines theory from the literature with data mining approaches. It adapts classical dimensions of creative processes to our setting, and considers new aspects such as visual elements of the visual programming projects. We apply our approach to the Scratch programming environment, measuring the creativity score of hundreds of projects. We show a preliminary comparison between our metrics and teacher ratings.

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Visual programming environments are increasingly included in the school?s curriculum. Their potential for promoting creative thinking in students is an important factor in their adoption. However, there does not exist a standard approach for detecting creativity in students? programming behavior, and analyzing programs manually requires human expertise and is time-consuming. Providing educators with a computational tool for measuring creativity in visual programming environments that combines theory from the literature with data mining approaches can have a positive impact on advancing this essential capability for the 21st century. We apply our approach to the Scratch programming environment, measuring the creativity score of hundreds of projects. We show a preliminary comparison between our metrics and teacher ratings.

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Cited By

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Oyelere SAgbo FSanusi I(2022)Developing a pedagogical evaluation framework for computational thinking supporting technologies and toolsFrontiers in Education10.3389/feduc.2022.9577397Online publication date: 16-Aug-2022
https://doi.org/10.3389/feduc.2022.957739
Suriyaarachchi HDenny PCortes JWeerasinghe CNanayakkara S(2022)Primary School Students Programming with Real-Time Environmental Sensor DataProceedings of the 24th Australasian Computing Education Conference10.1145/3511861.3511871(85-94)Online publication date: 14-Feb-2022
https://dl.acm.org/doi/10.1145/3511861.3511871
Kiesler N(2022)Reviewing Constructivist Theories to Help Foster Creativity in Programming Education2022 IEEE Frontiers in Education Conference (FIE)10.1109/FIE56618.2022.9962699(1-5)Online publication date: 8-Oct-2022
https://doi.org/10.1109/FIE56618.2022.9962699
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Index Terms

Inferring Creativity in Visual Programming Environments
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Student assessment

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Information

Published In

L@S '20: Proceedings of the Seventh ACM Conference on Learning @ Scale

August 2020

442 pages

ISBN:9781450379519

DOI:10.1145/3386527

General Chair:
David Joyner
Georgia Tech
,
Program Chairs:
Rene Kizilcec
Cornell University
,
Susan Singer
Rollins College

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 12 August 2020

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L@S '20

L@S '20: Seventh (2020) ACM Conference on Learning @ Scale

August 12 - 14, 2020

Virtual Event, USA

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Overall Acceptance Rate 117 of 440 submissions, 27%

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Cited By

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Oyelere SAgbo FSanusi I(2022)Developing a pedagogical evaluation framework for computational thinking supporting technologies and toolsFrontiers in Education10.3389/feduc.2022.9577397Online publication date: 16-Aug-2022
https://doi.org/10.3389/feduc.2022.957739
Suriyaarachchi HDenny PCortes JWeerasinghe CNanayakkara S(2022)Primary School Students Programming with Real-Time Environmental Sensor DataProceedings of the 24th Australasian Computing Education Conference10.1145/3511861.3511871(85-94)Online publication date: 14-Feb-2022
https://dl.acm.org/doi/10.1145/3511861.3511871
Kiesler N(2022)Reviewing Constructivist Theories to Help Foster Creativity in Programming Education2022 IEEE Frontiers in Education Conference (FIE)10.1109/FIE56618.2022.9962699(1-5)Online publication date: 8-Oct-2022
https://doi.org/10.1109/FIE56618.2022.9962699
Chen MPeljhan MSra M(2021)EntangleVR: A Visual Programming Interface for Virtual Reality Interactive Scene GenerationProceedings of the 27th ACM Symposium on Virtual Reality Software and Technology10.1145/3489849.3489872(1-6)Online publication date: 8-Dec-2021
https://dl.acm.org/doi/10.1145/3489849.3489872
Kovalkov APaasen BSegal APinkwart NGal K(2021)Automatic Creativity Measurement in Scratch Programs Across ModalitiesIEEE Transactions on Learning Technologies10.1109/TLT.2022.314444214:6(740-753)Online publication date: 1-Dec-2021
https://doi.org/10.1109/TLT.2022.3144442

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