Understanding individual differences in computational thinking development of primary school students: A three‐wave longitudinal study

• Published in: Journal of computer assisted learning Vol. 40; no. 6; pp. 2604 - 2615
• Main Authors: Zhang, Shuhan, Wong, Gary K. W.
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01.12.2024; Wiley Subscription Services, Inc
• Subjects: Attitudes; CAI; Coding; coding interest; computational thinking; Computer assisted instruction; Critical components; Data analysis; Demographic variables; Demographics; Elementary school students; Elementary Schools; gender; Individual Differences; Learning; learning experience; Longitudinal studies; primary education; Problem solving; Robust control; Robustness (Statistics); School Demography; Skills; Students; Sustainable development; Time
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12940

Background Computational thinking (CT) has emerged as a critical component of 21st‐century skills, and increasing effort was seen in exploring the development of CT skills in K–12 students. Despite cumulative research on exploring students' CT acquisition and its influencing factors, learners' development of the skill over time and the underlying mechanism that contributes to individual differences remain unclear. Objective To bridge this gap, the present study aimed to explore the individual differences in CT acquisition among primary school students and how these differences were shaped over time. Specifically, variations in the development of CT across demographics, including gender and learning experience, were explored. Method Three waves of data were collected from a sample of 322 primary school students (aged 7–12) across 18 months, with a 9‐month interval between adjacent waves. A time‐lagged model was leveraged for data analysis, and control variables were included in the model to strengthen statistical robustness. Results and Conclusion The results indicate that male students and those who were more experienced in coding tended to have more positive attitudes toward coding. Additionally, coding interest was found to mediate the relationship between demographics and CT, demonstrating that male students and more experienced learners tended to be more interested in coding, which, in turn, contributed to the development of CT skills in later stages. Conclusion The study provides valuable insights into the mechanisms underlying individual differences in CT development over time. The findings highlight the importance of nurturing coding interest among female students and promoting coding exposure for novice learners. Lay Description What is already known about this topic Individual differences in students’ CT performance were broadly reported. Demographics were identified as important factors contributing to individual differences in CT acquisition. How these differences were shaped over time remains unclear. What this paper adds The study investigated the underlying mechanisms of individual differences in long‐term CT development. Demographic differences in primary school students’ CT development over time were explored. Results illustrate that females tended to have lower coding attitudes. Prior coding experience positively predicted coding attitudes. Coding interest mediated the relationship between demographics and CT, demonstrating that male students and more experienced learners tended to be more interested in coding, which, in turn, contributed to the development of CT skills in later stages. The implications of study findings for practitioners The findings indicate the essential role interest and motivation played in supporting students’ sustainable development in CT skills. The findings suggest the need for more attention to girls’ motivation and learning interest in CT and coding instructions. The findings highlight the importance of introducing coding at early educational stages and promoting coding exposure for novice learners.