Exploring young children's metacognition during unplugged computational thinking

Ceren Ocak; Aman Yadav; Kathryn M. Rich

doi:10.1016/j.ijcci.2025.100767

Exploring young children's metacognition during unplugged computational thinking

Ceren Ocak
, Aman Yadav
, Kathryn M. Rich

Leadership, Technology & Human Development

Research output: Contribution to journal › Article › peer-review

Abstract

This study explores the impact of computational thinking (CT) on enhancing metacognitive strategies among young learners. We conducted one-on-one video interviews with four fifth-grade students as they participated in an adapted version of the unplugged CT activity, Bebras's (2019) Programming Lamps Task. Our findings suggest that CT particularly contributes to the development of self-monitoring and evaluation strategies, such as continuous assessment of one's performance and adopting new strategies and exploring alternatives when existing solutions fail. These were particularly evident as students decomposed problems and developed step-by-step solutions in response to evolving challenges within the task scenarios. Overall, this paper discusses the potential connection between CT and metacognitive strategies, focusing how CT can be a valuable tool for teachers in developing their students' problem-solving abilities and academic performance.

Original language	English
Article number	100767
Journal	International Journal of Child-Computer Interaction
Volume	45
DOIs	https://doi.org/10.1016/j.ijcci.2025.100767
State	Published - Aug 20 2025

Scopus Subject Areas

Education
Human-Computer Interaction

Keywords

Computational thinking
K-12
Metacognition
Metacognitive strategies
Problem-solving

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10.1016/j.ijcci.2025.100767

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title = "Exploring young children's metacognition during unplugged computational thinking",

abstract = "This study explores the impact of computational thinking (CT) on enhancing metacognitive strategies among young learners. We conducted one-on-one video interviews with four fifth-grade students as they participated in an adapted version of the unplugged CT activity, Bebras's (2019) Programming Lamps Task. Our findings suggest that CT particularly contributes to the development of self-monitoring and evaluation strategies, such as continuous assessment of one's performance and adopting new strategies and exploring alternatives when existing solutions fail. These were particularly evident as students decomposed problems and developed step-by-step solutions in response to evolving challenges within the task scenarios. Overall, this paper discusses the potential connection between CT and metacognitive strategies, focusing how CT can be a valuable tool for teachers in developing their students' problem-solving abilities and academic performance.",

keywords = "Computational thinking, K-12, Metacognition, Metacognitive strategies, Problem-solving",

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AU - Ocak, Ceren

AU - Yadav, Aman

AU - Rich, Kathryn M.

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N2 - This study explores the impact of computational thinking (CT) on enhancing metacognitive strategies among young learners. We conducted one-on-one video interviews with four fifth-grade students as they participated in an adapted version of the unplugged CT activity, Bebras's (2019) Programming Lamps Task. Our findings suggest that CT particularly contributes to the development of self-monitoring and evaluation strategies, such as continuous assessment of one's performance and adopting new strategies and exploring alternatives when existing solutions fail. These were particularly evident as students decomposed problems and developed step-by-step solutions in response to evolving challenges within the task scenarios. Overall, this paper discusses the potential connection between CT and metacognitive strategies, focusing how CT can be a valuable tool for teachers in developing their students' problem-solving abilities and academic performance.

AB - This study explores the impact of computational thinking (CT) on enhancing metacognitive strategies among young learners. We conducted one-on-one video interviews with four fifth-grade students as they participated in an adapted version of the unplugged CT activity, Bebras's (2019) Programming Lamps Task. Our findings suggest that CT particularly contributes to the development of self-monitoring and evaluation strategies, such as continuous assessment of one's performance and adopting new strategies and exploring alternatives when existing solutions fail. These were particularly evident as students decomposed problems and developed step-by-step solutions in response to evolving challenges within the task scenarios. Overall, this paper discusses the potential connection between CT and metacognitive strategies, focusing how CT can be a valuable tool for teachers in developing their students' problem-solving abilities and academic performance.

KW - Computational thinking

KW - K-12

KW - Metacognition

KW - Metacognitive strategies

KW - Problem-solving

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DO - 10.1016/j.ijcci.2025.100767

M3 - Article

AN - SCOPUS:105013851242

SN - 2212-8689

VL - 45

JO - International Journal of Child-Computer Interaction

JF - International Journal of Child-Computer Interaction

M1 - 100767

ER -

Exploring young children's metacognition during unplugged computational thinking

Abstract

Scopus Subject Areas

Keywords

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