Can Designing Self-Representations through Creative Computing Promote an Incremental View of Intelligence and Enhance Creativity among At-Risk Youth?

Autor/inn/en	Blau, Ina; Benolol, Nurit
Titel	Can Designing Self-Representations through Creative Computing Promote an Incremental View of Intelligence and Enhance Creativity among At-Risk Youth?
Quelle	In: Interdisciplinary Journal of e-Skills and Lifelong Learning, 12 (2016), S.267-278 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2084
Schlagwörter	At Risk Students; High School Students; Theories; Intelligence; Self Concept; Attitude Change; Intervention; Program Effectiveness; Computer Oriented Programs; Randomized Controlled Trials; Video Technology; Brain; Comparative Analysis; Lecture Method; Creativity; Technology Uses in Education; Educational Technology; Foreign Countries; Creative Teaching; Hypothesis Testing; Israel + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Theory; Theorie; Intelligenz; Klugheit; Selbstkonzept; Attitudinal change; Einstellungsänderung; Computerprogramm; Gehirn; Kreativität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Ausland; Creative thinking; Teaching; Kreatives Denken; Unterricht; Hypothesenprüfung; Hypothesentest
Abstract	Creative computing is one of the rapidly growing educational trends around the world. Previous studies have shown that creative computing can empower disadvantaged children and youth. At-risk youth tend to hold a negative view of self and perceive their abilities as inferior compared to "normative" pupils. The Implicit Theories of Intelligence approach (ITI; Dweck, 1999, 2008) suggests a way of changing beliefs regarding one's abilities. This paper reports findings from an experiment that explores the impact of a short intervention among at-risk youth and "normative" high-school students on (1) changing ITI from being perceived as fixed (entity view of intelligence) to more flexible (incremental view of intelligence) and (2) the quality of digital self-representations programmed though a creative computing app. The participants were 117 Israeli youth aged 14-17, half of whom were at-risk youth. The participants were randomly assigned to the experimental and control conditions. The experimental group watched a video of a lecture regarding brain plasticity that emphasized flexibility and the potential of human intelligence to be cultivated. The control group watched a neutral lecture about brain-functioning and creativity. Following the intervention, all of the participants watched screencasts of basic training for the Scratch programming app, designed artifacts that digitally represented themselves five years later and reported their ITI. The results showed more incremental ITI in the experimental group compared to the control group and among normative students compared to at-risk youth. In contrast to the research hypothesis, the Scratch projects of the at-risk youth, especially in the experimental condition, were rated by neutral judges as being more creative, more aesthetically designed, and more clearly conveying their message. The results suggest that creative computing combined with the ITI intervention is a way of developing creativity, especially among at-risk youth. Increasing the number of youths who hold incremental views of intelligence and developing computational thinking may contribute to their empowerment and well-being, improve learning and promote creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01