M. Esther-del-Moral-Pérez, Nerea López-Bouzas, Jonathan Castañeda-Fernández
{"title":"Game-Based Storytelling with a Robot Character: Activating Computational Thinking in Young Children","authors":"M. Esther-del-Moral-Pérez, Nerea López-Bouzas, Jonathan Castañeda-Fernández","doi":"10.1007/s10643-025-01930-x","DOIUrl":null,"url":null,"abstract":"<p>Computational thinking (CT), defined through its dimensions of abstraction, generalization, algorithmic thinking, and evaluation, fosters cognitive skills for solving problems logically and systematically, preparing individuals for the challenges of the digital society, where interaction with machines is essential. This empirical pre-experimental study arises from an individualized intervention with students aged 4–6 (N = 82), aimed at measuring their level of CT. Its originality lies in involving them in a story featuring a robot, whose mission is to help a turtle recover its habitat. To achieve this, they must program the robot to follow a predetermined route and overcome various challenges. Thus, the <i>CT-Robot-DST</i> scale was designed and validated, consisting of 14 indicators with 4 performance levels, to record the observed level of CT during the intervention (27′ 30′′ per child). This scale assesses their skills in task planning and sequencing, logical reasoning, lateralization, spatial orientation, understanding and identifying the buttons to program the robot’s movements, memorization, counting, eye-hand coordination, problem-solving, effectiveness, and engagement with the story. The results show that the majority of the students engaged in the story, expressed interest in planning and executing the required tasks, successfully programmed the robot, solved problems, and overcame the proposed challenges. Thus, 78.1% of the students scored close to the high CT level. The more autonomous students performed better. Undoubtedly, this intervention, focused on completing various tasks structured around a narrative featuring a robot, represents an innovative approach that involves students in the storyline to solve the challenges.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"10 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-025-01930-x","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Computational thinking (CT), defined through its dimensions of abstraction, generalization, algorithmic thinking, and evaluation, fosters cognitive skills for solving problems logically and systematically, preparing individuals for the challenges of the digital society, where interaction with machines is essential. This empirical pre-experimental study arises from an individualized intervention with students aged 4–6 (N = 82), aimed at measuring their level of CT. Its originality lies in involving them in a story featuring a robot, whose mission is to help a turtle recover its habitat. To achieve this, they must program the robot to follow a predetermined route and overcome various challenges. Thus, the CT-Robot-DST scale was designed and validated, consisting of 14 indicators with 4 performance levels, to record the observed level of CT during the intervention (27′ 30′′ per child). This scale assesses their skills in task planning and sequencing, logical reasoning, lateralization, spatial orientation, understanding and identifying the buttons to program the robot’s movements, memorization, counting, eye-hand coordination, problem-solving, effectiveness, and engagement with the story. The results show that the majority of the students engaged in the story, expressed interest in planning and executing the required tasks, successfully programmed the robot, solved problems, and overcame the proposed challenges. Thus, 78.1% of the students scored close to the high CT level. The more autonomous students performed better. Undoubtedly, this intervention, focused on completing various tasks structured around a narrative featuring a robot, represents an innovative approach that involves students in the storyline to solve the challenges.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field