Creative geeks..?: facilitating the creative growth of computer science students using engaging environments

ABSTRACT

This study explores the enhancement of creativity in students studying computer science at a tertiary level. It has been widely acknowledged (Blumenthal et al., 2003) that while creativity is advantageous to any form of study, the perceived lack of creativity, and its expression, in computer science students severely hampers their ability to accommodate the skills necessary to successfully perform within the IT industry. These creative skills include: innovation, intrinsic motivation, self confidence, independence of judgement, a wide range of interest and tolerance of ambiguity (Bahleda & Runco, 1989; Ripple, 1989). Further, this study explores the potential of both technological and social collaborative environments to enhance and nurture these requisite creative skills. Computer science students are particularly receptive to online collaboration, thus being a focus in this study. Creativity is multifaceted with the components of person, product process and press (environment) interacting. Previous research has focussed on components of creativity such as person, process and product, yet fails to acknowledge the significance of the role of the environment, specifically online collaborative environments, as a facilitator for nurturing the creative person. Ironically, considering the apparent myth of the computer science student or "geek" who is perceived as a particularly anti-social creature, such a nurturing environment is the result of a social collaboration between the creative person and peers, mentors and teachers. In this study the creative environment is made possible through the use of computer support, or Creativity Support Systems (CSS).

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