Creativity-Supporting Learning Environments: Two Case Studies on Teaching Programming

It is known that students ’ learning approaches, types of motivation, and types of self-regulation are connected with learning outcomes. It is also known, that deep learning approaches, self-regulated learning, and intrinsic types of motivation are connected with creativity. However, in computing pedagogy there is a lack in empirically grounded analyses in integration of the varying educational theories to build learning environments that sup-port creativity. The literature of programming education proposes a variety of theoretical, as well as practical viewpoints in relation to the teaching and learning situation. However, little e↵ort has been put on understanding cul-tural and contextual di↵erences in pedagogy of programming. Literature shows that education is highly context dependent, and that educational de-sign should account for contextual di↵erences. In programming education