Creativity in CS1: A Literature Review

Computer science is a fast-growing field in today’s digitized age, and working in this industry often requires creativity and innovative thought. An issue within computer science education, however, is that large introductory programming courses often involve little opportunity for creative thinking within coursework. The undergraduate introductory programming course (CS1) is notorious for its poor student performance and retention rates across multiple institutions. Integrating opportunities for creative thinking may help combat this issue by adding a personal touch to course content, which could allow beginner CS students to better relate to the abstract world of programming. Research on the role of creativity in computer science education (CSE) is an interesting area with a lot of room for exploration due to the complexity of the phenomenon of creativity as well as the CSE research field being fairly new compared to some other education fields where this topic has been more closely explored. To contribute to this area of research, this article provides a literature review exploring the concept of creativity as relevant to computer science education and CS1 in particular. Based on the review of the literature, we conclude creativity is an essential component to computer science, and the type of creativity that computer science requires is in fact, a teachable skill through the use of various tools and strategies. These strategies include the integration of open-ended assignments, large collaborative projects, learning by teaching, multimedia projects, small creative computational exercises, game development projects, digitally produced art, robotics, digital story-telling, music manipulation, and project-based learning. Research on each of these strategies and their effects on student experiences within CS1 is discussed in this review. Last, six main components of creativity-enhancing activities are identified based on the studies about incorporating creativity into CS1. These components are as follows: Collaboration, Relevance, Autonomy, Ownership, Hands-On Learning, and Visual Feedback. The purpose of this article is to contribute to computer science educators’ understanding of how creativity is best understood in the context of computer science education and explore practical applications of creativity theory in CS1 classrooms. This is an important collection of information for restructuring aspects of future introductory programming courses in creative, innovative ways that benefit student learning.

Educational Anomaly Analytics: Features, Methods, and Challenges

Anomalies in education affect the personal careers of students and universities' retention rates. Understanding the laws behind educational anomalies promotes the development of individual students and improves the overall quality of education. However, the inaccessibility of educational data hinders the development of the field. Previous research in this field used questionnaires, which are time- and cost-consuming and hardly applicable to large-scale student cohorts. With the popularity of educational management systems and the rise of online education during the prevalence of COVID-19, a large amount of educational data is available online and offline, providing an unprecedented opportunity to explore educational anomalies from a data-driven perspective. As an emerging field, educational anomaly analytics rapidly attracts scholars from a variety of fields, including education, psychology, sociology, and computer science. This paper intends to provide a comprehensive review of data-driven analytics of educational anomalies from a methodological standpoint. We focus on the following five types of research that received the most attention: course failure prediction, dropout prediction, mental health problems detection, prediction of difficulty in graduation, and prediction of difficulty in employment. Then, we discuss the challenges of current related research. This study aims to provide references for educational policymaking while promoting the development of educational anomaly analytics as a growing field.

PROVE—Phase IV Study of Perampanel in Real-World Clinical Care of Patients with Epilepsy: Interim Analysis in Pediatric Patients

PROVE is a retrospective, phase IV study assessing retention, dosing, efficacy, and safety of perampanel when administered to patients during routine clinical care. We report an interim analysis of preadolescent (1 to <12 years) and adolescent (12 to <18 years) patients. Data were obtained from medical records of patients with epilepsy initiating perampanel after January 1, 2014; cut-off date for this analysis was October 10, 2018. Overall, 151 preadolescent and 183 adolescent patients were included. Retention rates following 24 months on perampanel were 42.5% (preadolescent subgroup; n = 31/73) and 55.7% (adolescent subgroup; n = 54/97). Treatment-emergent adverse events occurred in 53 (35.1%) preadolescent (most common: aggression, irritability, and somnolence) and 78 (42.6%) adolescent patients (most common: somnolence, aggression, and dizziness). These data indicate that daily oral doses of perampanel are generally well tolerated during routine clinical care, with favorable retention rates for ≤2 years, in patients aged 1 to <18 years.

Optimal Talent Management of the Acquisition Workforce in Response to COVID-19: Dynamic Programming Approach

As the economic impact of the COVID-19 pandemic lingers, with the speed of recovery still uncertain, the state of the civilian labor market will impact the public sector. Specifically, the relatively stable and insulated jobs in the Department of Defense (DoD) are expected to be perceived as more attractive for the near future. This implies changes in DoD worker quit behavior that present both a challenge and an opportunity for the DoD leadership in retaining high-quality, experienced talent. The authors use a unique panel dataset of DoD civilian acquisition workers and a dynamic programming approach to simulate the impact of the pandemic on employee retention rates under a variety of recovery scenarios. Their findings posit that workers will choose not to leave the DoD while the civilian sector suffers from the impact of the pandemic. This allows leadership to more easily retain experienced workers. However, once the civilian sector has recovered enough, these same workers quit at an accelerated rate, making gains in talent only temporary. These results imply that while the DoD can take short-run advantage of negative shocks to the civilian sector to retain and attract high-quality employees, long-run retention will be achieved through more fundamental reforms to personnel policy that make DoD jobs more attractive, no matter the state of the civilian labor market.

Social-Emotional Learning, Awareness, and Strategies for Teachers

It is no secret that education systems across the country are experiencing a dramatic teacher shortage and that burnout and turnover rates for educational professionals is at an all-time high. In addition to every state suffering from a teacher shortage, teacher preparation programs have also seen critical decline in enrollment. Currently in the United States, teacher retention rates are extremely low nationally, with only 50% of new teachers remaining in classrooms after five years. While there are many external factors such as low starting salaries, lack of adequate resources, and negative working conditions that contribute to teacher mobility or people leaving the profession altogether. This chapter explores how fostering emotional resilience in novice educators can help to increase skilled coping strategies when faced with challenging situations, enhance career satisfaction, and translate into greater teacher retention.

Learners’ Perceptions towards Online Learning during the Covid-19 Pandemic: A Study at a Center of Foreign Languages in Vietnam

Online learning is a revolutionary trend of educational technology today. Particularly, online learning has become the donminent alternative to traditional learning during the Covid-19 pandemic and in the new normal. Various studies have shown that online learning has varying effectiveness at all levels and types of education; however, it is worth noting that many learners are still struggling to accept the mode of online learning, and learner retention has been suggested as one of the greatest weaknesses in online education. The current study used a questionnaire with open-ended questions to examine online learners’ perceptions of online learning as well as to understand reasons for their retention in online courses. The results revealed that most of the learners, especially young learners still preferred traditional face-to-face learning to online learning due to various problems they experienced while doing online learning, such as lack of facilities and necessary interactions. However, the retention rates are relatively modest, indicating the perceived quality of online programs at a center of foreign languages in Vietnam.

Strengthening Mental Abilities with Relational Training (SMART) in Multiple Sclerosis (MS): Study Protocol for a Feasibility Randomised Controlled Trial

Background Multiple Sclerosis (MS) is a chronic condition of the central nervous system, affecting around 1 in every 600 people in the UK, with 130 new diagnoses every week. Cognitive difficulties are common amongst people with MS, with up to 70% experiencing deficits in higher-level brain functions – such as planning and problem-solving, attention, and memory. Cognitive deficits make it difficult for people with MS to complete everyday tasks and limit their abilities to work, socialise, and live independently. There is a clear need – and recognised research priority – for treatments that can improve cognitive functioning in people with MS. The absence of effective cognitive interventions exacerbates burdens on the services accessed by people with MS – requiring these services to manage sequelae of untreated cognitive deficits, including reduced quality of life, greater disability and dependence, and poorer adherence to disease-modifying treatments. Our planned research will fill the evidence gap through developing – and examining the feasibility of trialling – a novel online cognitive rehabilitation programme for people with MS (SMART). Methods The primary objective of this study aims to conduct a feasibility study to inform development of a definitive trial of SMART for improving cognitive functioning in people with MS. Secondary objectives include accessing the acceptability to participants of the intervention, delivery format, inclusion/exclusion criteria, baselines and outcome measures, randomisation protocol, and the study procedures. It will further assess the framework for a cost-effectiveness analysis alongside a definitive trial; participant recruitment and retention rates, sample-size needed for a fully powered trial, and signal of efficacy. Discussion As a feasibility trial, outcomes are unlikely to immediately effect changes to NHS practice. However, this is a necessary step towards developing a definitive trial – and will give us a signal of efficacy, a prerequisite for progression to a definitive trial. If found to be clinically- and cost-effective, the latter trial could create a step-change in MS cognitive rehabilitation – improving service-delivery and optimising support with limited additional resources. Trial Registration: Registration ID: ClnicalTrials.gov: NCT04975685 – registered on July 23rd, 2021 Protocol version: 2.0, 25 November 2021

Acceptability and outcomes of transdiagnostic guided self-help bibliotherapy for internalizing disorder symptoms in adults: Results of a fully remote nationwide open trial

Doing What Matters in Times of Stress (DWM) is a transdiagnostic five-module guided self-help (GSH) intervention developed by the World Health Organization. %The original DWM included group guidance in-person. %It appeared efficacious in pilot trials and a cluster randomized-controlled trial. In a sample of individuals recruited from across the United States, we studied the feasibility and acceptability of an adaptation of DWM in which guidance was provided individually and remotely. We assessed internalizing symptoms, psychological well-being, work and social functioning, usability of the intervention, and emotion regulation over the course of six weeks. A total of 344 individuals started our baseline screening, and 215 completed it. Of those screened, 74% (n=159) qualified for the intervention. We reached most participants who qualified (67%, n=107) via phone to schedule a GSH session. Most of those scheduled attended a study session (84%, n=90), and most of those who attended a session completed more than half the treatment (83%, n = 75). Retention rates were comparable to meta-analytic estimates of dropout rates in GSH-CBT. Participants showed improvement on the K6, WHO5, WSAS, and ERQ subscales. Baseline acceptability on the SUS was high but did not improve over time. DWM is a freely available, seemingly efficacious transdiagnostic intervention for internalizing disorder symptoms.

Universal Adhesives and Adhesion Modes in Non-Carious Cervical Restorations: 2-Year Randomised Clinical Trial

This prospective, double-blind, six-arm parallel randomised controlled trial aimed to compare the performance of two universal adhesives (UAs) in non-carious cervical lesions (NCCLs), using the FDI criteria, and analysed if participants/NCCLs’ characteristics influenced the outcome. Thirty-eight 18- to 65-year-old participants were seeking routine dental care at a university clinic. At baseline, 210 NCCLs were randomly allocated to six groups (35 restorations’ each). The UAs tested were FuturabondU (FBU) and AdheseUniversal (ADU) applied in either etch-and-rinse (ER) and self-etch (SE) modes. FuturabondDC (FBDC) in SE and in SE with selective enamel etching (SE-EE) modes were controls. NCCLs were restored with AdmiraFusion. The analysis included nonparametric tests, Kaplan-Meier and log-rank tests (α = 0.05). At 2-years, of 191 restorations, ten were missed due to retention loss (all groups, p > 0.05). FBDC (p = 0.037) and FBU (p = 0.041) performed worse than ADU in SE mode. FBDC and FBU also showed worse functional success rate (p = 0.012, p = 0.007, respectively) and cumulative retention rates (p = 0.022, p = 0.012, respectively) than ADU. Some participants/NCCLs’ characteristics influenced (p < 0.05) the outcomes. FBU did not perform as well as ADU, especially in SE mode and due to functional properties. Participants’ age and NCCLs’ degree of dentin sclerosis and internal shape angle influenced FBU performance.