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phd thesis blog post updated: appendices

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Wouter Groeneveld 2023-07-12 12:56:28 +02:00
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content/post/2023/07/identifying-and-amplifying-non-technical-skills-in-se-education.md
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@ -89,7 +89,13 @@ The most important takeaway here is that students have a very much fixed mindset
Our intention was to do an intervention in class and somehow measure whether or not we were successful, but to do that, we first needed to find a way to measure creativity or its effects. There's lots of existing stuff out there but none neatly fit the above seven themes as identified by experts. In the end, we created---and successfully statistically validated---our own test.
The test is called the _Creative Programming Problem Solving Test_ or CPPST and you can take it yourself at https://brainbaking.com/cppst/ or just press the "I'm Feeling Lucky" button below the 56 questions if you're lazy to get an idea of how it works: results are laid out in a spider graph according to the 7 domains. The CPPST is context-sensitive so if you're doing another project your results will likely vary.
The test is called the _Creative Programming Problem Solving Test_ or CPPST and you can take it yourself at https://brainbaking.com/cppst/ or just press the "I'm Feeling Lucky" button below the 56 questions if you're lazy to get an idea of how it works: results are laid out in a spider graph according to the 7 domains:
![](/post/2022/07/cppst.jpg "A sample CPPST outcome.")
The CPPST is context-sensitive so if you're doing another project your results will likely vary. The point of our CPPST was not to create a tool to use for grading---the scores cannot be reduced to a single digit like Duckworth's Grit Scale---but to have a starting point for creative self-reflection.
In my blog post [Self-Assessing Creative Problem Solving](/post/2022/07/self-assessing-creative-problem-solving/), I explain this work in more detail.
## Part IV: Amplifying Creative Skills
@ -107,15 +113,19 @@ We were slightly more successful in finding a correlation between code quality a
Students' projects that were deemed more creative by the jury were also marked as a lot more messy by PMD! This could have a couple of reasons that need a bit more work to be able to pinpoint these, but the (medium) correlation an interesting find. Perhaps for graduate students this will no longer be the case. Perhaps if we redid this study in another academic year (or university), the results would have been totally different.
In my blog post [Creativity Equals Messy Code?](/post/2022/03/creativity-equals-messy-code/), I explain this work in more detail.
### Interdisciplinary Creativity
In the last study, we paired graphic design students with our engineering students and let them have a go at a creative assignment using Processing or the online JS-based editor, p5.js. Three groups were created: design+design students, engineering+engineering students, and the mix. We expected the mix to perform the best, but the CPPST test and interviews proved otherwise: an initial collaboration hickup due to not really knowing each other prevented true creative flow.
You can interact with the created projects in [our online project gallery](https://arneduyver.github.io/creative-coding/gallery).
The test group was rather small so this could definitely be improved, but interviews yet again revealed the fixed mindset when it came to creativity: our engineering students thought the design students were creative just because they're following a design programme, and the design students thought the engineering students were good a programming because "it's like math". Interesting false baked-in beliefs!
---
That's more or less a summary of the thesis. A practical approach of creativity in programming can be found in [The Creative Programmer](/works/the-creative-programmer), where our research is also touched upon, together with the CPPST test. I hope programmers, students, and teachers will somehow find my work useful.
That's more or less a 2000-word summary of the thesis. I promised to keep it short! A practical approach of creativity in programming can be found in [The Creative Programmer](/works/the-creative-programmer), where our research is also touched upon, together with the CPPST test. I hope programmers, students, and teachers will somehow find my work useful.
There's ample of stuff left to do: the teachers' perceptions of creativity, a bigger interdisciplinary intervention, a longitudinal course analysis, ... If you're interested in reading more about it, feel free to check out the following links: