Are computational artifacts considered creative?
Abstract
Creativity is considered an essential skill of the 21st century. Although typically associated with the arts, it can also be developed as part of computer education. However, this association with the arts can generate a bias, resulting in difficulty in recognizing creativity in typical computing artifacts. This can discourage teachers and students who seek to develop creative computational artifacts. Thus, this article investigates a potential art bias on the perception of creativity in computational artifacts based on a survey with 213 computing teachers and students. The results indicate that the perception of creativity in computational artifacts tends to be attenuated due to a bias associated with the arts. The results of this study can be used to motivate greater recognition of creativity in computational artifacts, helping researchers and teachers to promote the development of creativity as part of computing education.
Keywords:
Creativity, Perception, Survey, Implicit Beliefs, Lay Concept
References
J. Voogt and N. P. Roblin. 2012. A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.
L. Rosenstock and R. Riordan. 2017. Nurturing creativity in the classroom. In Changing the subject (R. A. Beghetto, & J. C. Kaufman (Eds.)), New York, NY, Cambridge University Press, 3-5.
M. F. Taguma. 2018. Future of Education and Skills 2030: Conceptual Learning Framework. OECD. Retrieved August 4, 2021 from https://www.oecd.org/education/2030-project/
R. A. Beghetto. 2010. Creativity in the classroom. In Cambridge handbook of creativity, J. C. Kaufman and R. J. Sternberg, Eds., New York, Cambridge University Press, 447–463.
F. Aktas. 2021. The emergence of creativity as an academic discipline: Examining the institutionalization of higher education programs. Higher Education Quarterly, 00, 1-18.
A. J. Cropley. 2014. Is there an ‘arts bias’ in the Creativity Research Journal? Comment on Glāveanu (2014). Creativity Research Journal, 26(3), 368-371.
D. Cropley and J. Kaufman. 2019. The siren song of aesthetics? Domain differences and creativity in engineering and design. Journal of Mechanical Engineering Science, 233(2), 451-464.
K. Brennan, P. Haduong, and E. Veno. 2020. Assessing creativity in computing classrooms. Retrieved August 4, 2021 from https://creativecomputing.gse.harvard.edu/assessment/
M. A. Boden. 2004. The creative mind: Myths and mechanism, Routledge.
N. da C. Alves, C. Gresse von Wangenheim and L. H. Martins-Pacheco. 2021. Assessing Product Creativity in Computing Education: A Systematic Mapping Study. Informatics in Education, 20(1), 19-45.
M. Romero, A. Lepage and B. Lille. 2017. Computational thinking development through creative programming in higher education. International Journal of Educational Technology in Higher Education, 14(1).
A. Yadav and S. Cooper. 2017. Fostering Creativity Through Computing. Comm. of the ACM, 60(2), 31-33.
S. Grover and R. Pea. 2013. Computational Thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43.
D. F. Shell, M. P. Hazley, Soh.-K., L. Dee Miller, V. Chiriacescu and E. Ingraham. 2014. Improving learning of computational thinking using computational creativity exercises in a college CSI computer science course for engineers. In Proc. of the Frontiers in Education Conference, Madrid.
L. S. Marques, C. Gresse Von Wangenheim and J. C. R. Hauck. 2020. Teaching Machine Learning in School: A Systematic Mapping of the State of the Art. Informatics in Education, 19(2), 283-321.
V. P. Glăveanu. 2014. Revisiting the “Art Bias” in Lay Conceptions of Creativity. Creativity Research Journal, 26(1), 11-20.
I. Lee, F. Martin, J. Denner, B. Coulter, W. Allan, J. Erickson, J. Malyn-Smith and L. Werner. 2011. Computational thinking for youth in practice. ACM Inroads, 2(1), 32–37.
N. Lytle, V. Cateté, D. Boulden, Y. Dong, J. Houchins, A. Milliken, A. Isvik, D. Bounajim, E. Wiebe and T. Barnes. 2019. Use, Modify, Create: Comparing Computational Thinking Lesson Progressions for STEM Classes. In Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE ’19), New York, NY, USA.
C. Bellettini, V. Lonati, D. Malchiodi, M. Monga, A. Morpurgo, M. Torelli and L. Zecca. 2014. Informatics education in Italian secondary school. ACM Transactions on Computing Education, 14(2), 1–5.
M. Tissenbaum, J. Sheldon and H. Abelson. 2019. From Computational Thinking to Computational Action. Comm. of the ACM, 62(3), 34-36.
A. Craft. 2005. Creativity in schools: tensions and dilemmas, London: Routledge.
R. Richards. 2007. Everyday creativity: Our hidden potential. In Everyday creativity and new views of human nature: Psychological, social, and spiritual perspectives, American Psychological Association, 25–53.
J. C. Kaufman and R. A. Beghetto. 2009. Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13(1), 1–12.
T. J. Patston, D. H. Cropley, R. L. Marrone and J. C. Kaufman. 2018. Teacher implicit beliefs of creativity: Is there an arts bias? Teaching and teacher education, 75, 366-374.
P. Kampylis, E. Berki and P. Saariluoma. 2009. In-service and prospective teachers’ conceptions of creativity. Thinking skills and creativity, 4(1), 15-29.
M. A. Runco. 1999. Implicit Theories. In Encyclopedia of creativity, London, Academic, 27-30.
M. A. Runco, D. J. Johnson and P. K. Bear. 1993. Parents' and teachers' implicit theories of children's creativity. Child Study Journal, 23(2), 91–113.
M. A. Runco. 2007. Creativity: Theories and themes: Research, development and practice, Burlington MA: Elsevier Academic Press.
C. Rocavert. 2020. Arts Bias. In Encyclopedia of creativity, Academic press.
W. Lim and J. A. Plucker. 2001. Creativity through a lens of social responsibility: Implicit theories of creativity with Korean samples. Journal of Creative Behavior, 35, 115–130.
D. R. Mullet, A. Willerson, K. N. Lamb and T. Kettler. 2016. Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9-30.
C. Tang, J. Baer and J. C. Kaufman. 2015. Implicit theories of creativity in computer science in the United States and China. The Journal of Creative Behavior, 49(2), 137-156.
F. Carnovalini and A. Rodà. 2020. Computational Creativity and Music Generation Systems: An Introduction to the State of the Art. Frontiers in Artificial Intelligence, 3, 14.
P. Atkinson and F. Parsayi. 2021. Video Games and Aesthetic Contemplation. Games and Culture, 16(5), 519-537.
F. A. Samejima. 1969. Estimation of latent ability using a response pattern of graded scores, Psychometric Monograph, 34(4), 2-17.
R. A. Beghetto, 2005. Does assessment kill student creativity?. The educational forum, 69(3), 254-263. Taylor & Francis Group.
J. A. Plucker, R. A. Beghetto, and G. T. Dow, 2004. Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83–96.
L. Rosenstock and R. Riordan. 2017. Nurturing creativity in the classroom. In Changing the subject (R. A. Beghetto, & J. C. Kaufman (Eds.)), New York, NY, Cambridge University Press, 3-5.
M. F. Taguma. 2018. Future of Education and Skills 2030: Conceptual Learning Framework. OECD. Retrieved August 4, 2021 from https://www.oecd.org/education/2030-project/
R. A. Beghetto. 2010. Creativity in the classroom. In Cambridge handbook of creativity, J. C. Kaufman and R. J. Sternberg, Eds., New York, Cambridge University Press, 447–463.
F. Aktas. 2021. The emergence of creativity as an academic discipline: Examining the institutionalization of higher education programs. Higher Education Quarterly, 00, 1-18.
A. J. Cropley. 2014. Is there an ‘arts bias’ in the Creativity Research Journal? Comment on Glāveanu (2014). Creativity Research Journal, 26(3), 368-371.
D. Cropley and J. Kaufman. 2019. The siren song of aesthetics? Domain differences and creativity in engineering and design. Journal of Mechanical Engineering Science, 233(2), 451-464.
K. Brennan, P. Haduong, and E. Veno. 2020. Assessing creativity in computing classrooms. Retrieved August 4, 2021 from https://creativecomputing.gse.harvard.edu/assessment/
M. A. Boden. 2004. The creative mind: Myths and mechanism, Routledge.
N. da C. Alves, C. Gresse von Wangenheim and L. H. Martins-Pacheco. 2021. Assessing Product Creativity in Computing Education: A Systematic Mapping Study. Informatics in Education, 20(1), 19-45.
M. Romero, A. Lepage and B. Lille. 2017. Computational thinking development through creative programming in higher education. International Journal of Educational Technology in Higher Education, 14(1).
A. Yadav and S. Cooper. 2017. Fostering Creativity Through Computing. Comm. of the ACM, 60(2), 31-33.
S. Grover and R. Pea. 2013. Computational Thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43.
D. F. Shell, M. P. Hazley, Soh.-K., L. Dee Miller, V. Chiriacescu and E. Ingraham. 2014. Improving learning of computational thinking using computational creativity exercises in a college CSI computer science course for engineers. In Proc. of the Frontiers in Education Conference, Madrid.
L. S. Marques, C. Gresse Von Wangenheim and J. C. R. Hauck. 2020. Teaching Machine Learning in School: A Systematic Mapping of the State of the Art. Informatics in Education, 19(2), 283-321.
V. P. Glăveanu. 2014. Revisiting the “Art Bias” in Lay Conceptions of Creativity. Creativity Research Journal, 26(1), 11-20.
I. Lee, F. Martin, J. Denner, B. Coulter, W. Allan, J. Erickson, J. Malyn-Smith and L. Werner. 2011. Computational thinking for youth in practice. ACM Inroads, 2(1), 32–37.
N. Lytle, V. Cateté, D. Boulden, Y. Dong, J. Houchins, A. Milliken, A. Isvik, D. Bounajim, E. Wiebe and T. Barnes. 2019. Use, Modify, Create: Comparing Computational Thinking Lesson Progressions for STEM Classes. In Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE ’19), New York, NY, USA.
C. Bellettini, V. Lonati, D. Malchiodi, M. Monga, A. Morpurgo, M. Torelli and L. Zecca. 2014. Informatics education in Italian secondary school. ACM Transactions on Computing Education, 14(2), 1–5.
M. Tissenbaum, J. Sheldon and H. Abelson. 2019. From Computational Thinking to Computational Action. Comm. of the ACM, 62(3), 34-36.
A. Craft. 2005. Creativity in schools: tensions and dilemmas, London: Routledge.
R. Richards. 2007. Everyday creativity: Our hidden potential. In Everyday creativity and new views of human nature: Psychological, social, and spiritual perspectives, American Psychological Association, 25–53.
J. C. Kaufman and R. A. Beghetto. 2009. Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13(1), 1–12.
T. J. Patston, D. H. Cropley, R. L. Marrone and J. C. Kaufman. 2018. Teacher implicit beliefs of creativity: Is there an arts bias? Teaching and teacher education, 75, 366-374.
P. Kampylis, E. Berki and P. Saariluoma. 2009. In-service and prospective teachers’ conceptions of creativity. Thinking skills and creativity, 4(1), 15-29.
M. A. Runco. 1999. Implicit Theories. In Encyclopedia of creativity, London, Academic, 27-30.
M. A. Runco, D. J. Johnson and P. K. Bear. 1993. Parents' and teachers' implicit theories of children's creativity. Child Study Journal, 23(2), 91–113.
M. A. Runco. 2007. Creativity: Theories and themes: Research, development and practice, Burlington MA: Elsevier Academic Press.
C. Rocavert. 2020. Arts Bias. In Encyclopedia of creativity, Academic press.
W. Lim and J. A. Plucker. 2001. Creativity through a lens of social responsibility: Implicit theories of creativity with Korean samples. Journal of Creative Behavior, 35, 115–130.
D. R. Mullet, A. Willerson, K. N. Lamb and T. Kettler. 2016. Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9-30.
C. Tang, J. Baer and J. C. Kaufman. 2015. Implicit theories of creativity in computer science in the United States and China. The Journal of Creative Behavior, 49(2), 137-156.
F. Carnovalini and A. Rodà. 2020. Computational Creativity and Music Generation Systems: An Introduction to the State of the Art. Frontiers in Artificial Intelligence, 3, 14.
P. Atkinson and F. Parsayi. 2021. Video Games and Aesthetic Contemplation. Games and Culture, 16(5), 519-537.
F. A. Samejima. 1969. Estimation of latent ability using a response pattern of graded scores, Psychometric Monograph, 34(4), 2-17.
R. A. Beghetto, 2005. Does assessment kill student creativity?. The educational forum, 69(3), 254-263. Taylor & Francis Group.
J. A. Plucker, R. A. Beghetto, and G. T. Dow, 2004. Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83–96.
Published
2022-04-24
How to Cite
DA CRUZ ALVES, Nathalia; GRESSE VON WANGENHEIM, Christiane; MARTINS-PACHECO, Lúcia Helena; FERRETI BORGATTO, Adriano.
Are computational artifacts considered creative?. In: BRAZILIAN SYMPOSIUM ON COMPUTING EDUCATION (EDUCOMP), 2. , 2022, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 01-09.
ISSN 3086-0733.
DOI: https://doi.org/10.5753/educomp.2022.19193.
