Monitoring cognitive development through the assessment of computational thinking practices: A longitudinal intervention on primary school students

Siu Cheung KONG, Yi Qing WANG

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

Computational thinking (CT) practices is a critical cognitive tool for students to overcome challenges in this technological era. Few studies investigated CT practices from a development perspective. A two-year intervention was implemented in 30 intervention and 22 control schools in Hong Kong to promote CT education (T1baseline: N = 13,056; T2: N = 16,367; and T3: N = 15,269). Senior primary students (grades 4 to 6) around 8–12 years old were targeted. Among them, 34% were girls at T1baseline. Their learning progression of cognitive development was assessed with a CT practices test. Data were analyzed using item response analysis. Learning trajectories of CT practices were modeled to understand how students’ cognitive development differed between schools. Insights of findings were discussed in bringing CT practices to life. Copyright © 2023 Elsevier Ltd. All rights reserved.

Original languageEnglish
Article number107749
JournalComputers in Human Behavior
Volume145
Early online dateApr 2023
DOIs
Publication statusPublished - Aug 2023

Citation

Kong, S.-C., & Wang, Y.-Q. (2023). Monitoring cognitive development through the assessment of computational thinking practices: A longitudinal intervention on primary school students. Computers in Human Behavior, 145. Retrieved from https://doi.org/10.1016/j.chb.2023.107749

Keywords

  • Cognitive development
  • Cognitive learning
  • Computational thinking practices
  • Item response analysis
  • Longitudinal intervention

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