Abstract
One of the rapidly growing educational trends around the world is creative
computing. Previous studies have shown that creative computing can
empower disadvantaged children and youth. At-risk youth are known to hold
a negative self-image and perceive their abilities as inferior compared to
"normative" peers. One of the ways changing believes regarding one's
abilities suggested by the Implicit Theories of Intelligence (ITI; Dweck,
1999, 2008). This experiment explores the impact of short intervention (1) on
changing ITI from perceived as fixed (entity view) to more changeable
(incremental view) and (2) on the quality of creative computing among atrisk and normative youth. The participants, 115 youths aged 14-17, half of
them at-risk, were randomly assigned to the experimental and control
conditions. The experimental group received recorded lecture regarding brain
changes, emphasizing flexibility and potential for development of
intelligence (Blackwell et al., 2007); the control group received neutral
lecture about brain-functioning and developing creativity. Following the
intervention, all participants received online basic training of using Scratch
programming and designed projects digitally representing themselves in five
years, as well as reported their ITI (Dweck, 1999). The results showed more
incremental ITI in the experimental condition compared to the control group
and among normative students compare to at-risk youth. Surprisingly and in
contrast to the research hypothesis, Scratch projects of at-risk youth were
rated by judges as more creative, more aesthetically designed, and clearly
convening their message, especially in the experimental condition. The ITI
intervention in conjunction with creative computing seems to be usable
technique for student training and developing creativity. The increased
number of youths holding incremental views of their intelligence and able to
design their future image using creative computing may contribute to their
computing. Previous studies have shown that creative computing can
empower disadvantaged children and youth. At-risk youth are known to hold
a negative self-image and perceive their abilities as inferior compared to
"normative" peers. One of the ways changing believes regarding one's
abilities suggested by the Implicit Theories of Intelligence (ITI; Dweck,
1999, 2008). This experiment explores the impact of short intervention (1) on
changing ITI from perceived as fixed (entity view) to more changeable
(incremental view) and (2) on the quality of creative computing among atrisk and normative youth. The participants, 115 youths aged 14-17, half of
them at-risk, were randomly assigned to the experimental and control
conditions. The experimental group received recorded lecture regarding brain
changes, emphasizing flexibility and potential for development of
intelligence (Blackwell et al., 2007); the control group received neutral
lecture about brain-functioning and developing creativity. Following the
intervention, all participants received online basic training of using Scratch
programming and designed projects digitally representing themselves in five
years, as well as reported their ITI (Dweck, 1999). The results showed more
incremental ITI in the experimental condition compared to the control group
and among normative students compare to at-risk youth. Surprisingly and in
contrast to the research hypothesis, Scratch projects of at-risk youth were
rated by judges as more creative, more aesthetically designed, and clearly
convening their message, especially in the experimental condition. The ITI
intervention in conjunction with creative computing seems to be usable
technique for student training and developing creativity. The increased
number of youths holding incremental views of their intelligence and able to
design their future image using creative computing may contribute to their
| Translated title of the contribution | Can I Become Smarter?: Creative Computing and Changing Implicit Theories of Intelligence among At-risk Youth and Normative Students |
|---|---|
| Original language | Hebrew |
| Title of host publication | האדם הלומד בעידן הטכנולוגי: כנס צ'ייס למחקרי טכנולוגיות למידה (קובץ) |
| Publisher | האוניברסיטה הפתוחה ושה"ם |
| Pages | 44-51 |
| Volume | 11 |
| State | Published - 2016 |
IHP publications
- IHP
- Computer programming
- Computer software
- Computer-assisted instruction
- Creative ability
- Intellect
- Problem youth
- School children
- Self-evaluation