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

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 ( η 2 p = 0.17), along with medium effect in visual ( η 2 p = 0.05) and visuospatial working memory ( η 2 p = 0.08), and a small effect on inhibition skills ( η 2 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. • The study evaluated the cognitive effects of a computational thinking training. • The training included both unplugged and plugged computational activities. • The training improved auditory, visual-spatial working memory and inhibition. • No effects attributable to the intervention were observed in cognitive flexibility. • Computational thinking training may enhance executive functions in children