Exploring computational thinking, executive functions, visuospatial skills and experiences with toys in early childhood: Protocol for a controlled trial
The research aims to evaluate the effect of a robotics-based computational thinking program on executive functions and visuospatial skills in preschool children. Additionally, the study will explore the relationship between these three variables and early experiences with toys. The study will be a c...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-06-01
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| Series: | MethodsX |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S221501612400596X |
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| Summary: | The research aims to evaluate the effect of a robotics-based computational thinking program on executive functions and visuospatial skills in preschool children. Additionally, the study will explore the relationship between these three variables and early experiences with toys. The study will be a cluster-randomized controlled trial with pre- and post-intervention measures. Participants will be preschool children aged 5 to 6 years from both public and private institutions. The intervention will involve a new educational robotics device called ROVERSA and will consist of eight sessions distributed over four weeks, with the experimental group placed on a waitlist. To assess executive functions and visuospatial skills, standardized and validated neuropsychological measures will be used, including the Flanker task, the NIH Toolbox Card Sorting Test, the Corsi Block Test, the NEPSY-II Mental Rotation Test, the Pyramid of Mexico from the ENI-2 battery, and the Computational Thinking Test (CTt). Data analysis will begin with a hypothesis tested through ANOVA-MR, and linear regressions will be implemented to assess the relationship between variables. It is expected that the results will contribute to the discussion on teaching computational thinking and educational robotics as early learning experiences and their impact on the cognitive development of children. |
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| ISSN: | 2215-0161 |