Exploring Open-Ended Creative Coding Assignments in Introductory Computer Programming

Abstract

Creativity is a key element in computer science education, as it helps engage students through problem-solving. This study examines how open-ended versus guided assignments impact creativity and performance in an introductory programming course. The assignment formats were counterbalanced across course sections, and students chose the format for the third assignment. After each assignment, students completed surveys to assess their motivation and emotions. Results show that the assignment format did not affect performance. However, the open-ended game development assignment fostered creativity and was linked to reduced negative emotions, along with increased positive emotions and self-efficacy. This research contributes to the limited literature on creativity in computing education and the design of open-ended assignments.