Computational thinking training and its effects on working memory, flexibility, and inhibition: Randomized controlled trial in fifth-grade children

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology Pub Date : 2025-07-31 DOI:10.1016/j.appdev.2025.101850

Carolina Robledo-Castro , Luis Fernando Castillo-Ossa , Christian Hederich-Martínez

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Abstract

This study aimed to examine how computational thinking instruction in elementary school relates to the development of executive functions in children. It evaluated the effect of a computational thinking training program on working memory, cognitive flexibility and inhibition in fifth grade children. A randomized controlled trial was conducted in Colombia with a sample of 111 typically developing children (experimental group N = 57; control group N = 54; M_age = 10.7). Participants were randomly assigned to either an experimental group, which underwent a 12-week computational thinking training program with both unplugged and plugged activities involving game programming and educational robotics, or to an active control group receiving treatment as usual (TAU), which followed the standard curriculum. Executive functions were assessed pre- and post- intervention using validated and reliable neuropsychological tests (Corsi block-tapping test, digit span test, visual span test, Stroop test, and Wisconsin card sorting test). Following the training program, the experimental group showed significant improvements in several executive functions compared to the control group. A large effect size was observed in auditory working memory (η²_p = 0.17), along with medium effect in visual (η²_p = 0.05) and visuospatial working memory (η²_p = 0.08), and a small effect on inhibition skills (η²_p = 0.05). No changes in cognitive flexibility associated with the intervention were observed. These results suggest that teaching computational thinking through both unplugged and plugged activities has a significant effect on executive functions associated with working memory, planning and inhibition in children.

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计算思维训练及其对工作记忆、灵活性和抑制的影响：五年级儿童随机对照试验

本研究旨在探讨小学计算思维教学与儿童执行功能发展的关系。它评估了计算思维训练项目对五年级儿童工作记忆、认知灵活性和抑制的影响。在哥伦比亚进行了一项随机对照试验，样本为111名典型发育儿童(实验组N = 57；对照组N = 54；法师= 10.7)。参与者被随机分配到实验组，实验组接受为期12周的计算思维训练计划，包括不插电和插电的活动，包括游戏编程和教育机器人，或者是接受常规治疗（TAU）的积极对照组，遵循标准课程。在干预前和干预后，使用有效可靠的神经心理测试（Corsi积木点击测试、数字广度测试、视觉广度测试、Stroop测试和威斯康星卡片分类测试）评估执行功能。在训练计划之后，实验组在几个执行功能上比对照组有了显著的改善。听觉工作记忆的效应显著（η2p = 0.17），视觉和视觉空间工作记忆的效应中等（η2p = 0.05），抑制技能的效应较小（η2p = 0.05）。没有观察到与干预相关的认知灵活性的变化。这些结果表明，通过不插电和插电的活动来教授计算思维对儿童与工作记忆、计划和抑制相关的执行功能有显著影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Applied Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.10

自引率

3.30%

发文量

期刊介绍： The Journal of Applied Developmental Psychology focuses on two key concepts: human development, which refers to the psychological transformations and modifications that occur during the life cycle and influence an individual behavior within the social milieu; and application of knowledge, which is derived from investigating variables in the developmental process. Its contributions cover research that deals with traditional life span markets (age, social roles, biological status, environmental variables) and broadens the scopes of study to include variables that promote understanding of psychological processes and their onset and development within the life span. Most importantly.