Effectiveness of Coding-Based Learning on Computational Thinking, Social Skills, and Learning Motivation in Early Childhood

Abstract

Coding-based learning has increasingly been used in early childhood education to introduce computational thinking skills through developmentally appropriate activities. This study examined the outcomes associated with coding-based learning in computational thinking, social skills, and learning motivation among children aged 5-6 years. A quasi-experimental, nonequivalent control group design was employed. The participants were 45 children, consisting of 23 children in the experimental group and 22 children in the control group. The experimental group participated in unplugged and plugged coding-based learning activities, whereas the control group participated in regular kindergarten learning without structured coding instruction. Data were collected using hands-on computational thinking tasks and structured observation sheets for social skills and learning motivation. The findings showed a statistically significant difference in computational thinking skills between the experimental and control groups (t (43) = 4.716, p < .001). In contrast, social skills and learning motivation did not show statistically significant differences between the two groups (p > .05). These findings indicate that a statistically significant between-group difference was observed in computational thinking skills, whereas no statistically significant between-group differences were observed in social skills and learning motivation. Therefore, coding activities should include more intentional collaborative and motivational elements to support broader developmental outcomes.