Unravelling the numerical and spatial underpinnings of computational thinking: a pre-registered replication study. Issue 3 (3rd July 2022)

• Record Type: Journal Article
• Authors: Finke, Sabrina; Kemény, Ferenc; Sommer, Markus; Krnjic, Vesna; Arendasy, Martin; Slany, Wolfgang; Landerl, Karin
• Is Part Of: Computer science education. Volume 32:Issue 3(2022)
• Page Start: 313
• Page End: 334
• Publication Date: 2022-07-03
• Subjects: Computational thinking -- cognitive abilities -- computer science education -- numerical processing -- spatial processing -- reasoning; Computer science -- Study and teaching -- Periodicals; 004
• DOI: 10.1080/08993408.2022.2079864
• Languages: English
• ISSNs: 0899-3408

Abstract

ABSTRACT: Background: Key to optimizing Computational Thinking (CT) instruction is a precise understanding of the underlying cognitive skills. Román-González et al. (2017) reported unique contributions of spatial abilities and reasoning, whereas arithmetic was not significantly related to CT. Disentangling the influence of spatial and numerical skills on CT is important, as neither should be viewed as monolithic traits. Objective: This study aimed (1) to replicate the results of a previous study by Román-González et al. (Computers in Human Behaviour 72), and (2) to extend this research by investigating other theoretically relevant constructs. Specifying the contribution of reasoning (i.e. numerical, figural), numerical skills (i.e. arithmetic, algebra), and spatial skills (i.e. visualization, mental rotation, short-term memory) helps to better understand the cognitive mechanisms underlying CT. Method: We investigated a sample of 132 students from Grades 7–8 (age range 12–15 years). Participants completed the Computational Thinking test, as well as a variety of psychometric assessments of reasoning, numerical, and spatial skills. To determine which cognitive skills are relevant for CT, we calculated bivariate correlations and performed a linear regression analysis. Findings: Results confirmed unique contributions of figural reasoning and visualization. Additional variance was explained by algebraic skills. Implications: We conclude that CT engages cognitive mechanisms extending beyond reasoning and spatial skills.