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Developing Computational Thinking in Early Childhood Education: Long-Term Impacts on CT Skills and Motivation Using the CAL Approach, ScratchJr, and Gamification

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Intrinsic Motivation
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Submitted   Jun 20, 2025
Published   Aug 13, 2025
Issue    Vol 5 No 2 (2025)
DOI   10.25082/AMLER.2025.02.009

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Alkinoos Ioannis Zourmpakis corresponding author
Department of Special Education, University of Thessaly, Volos 38221, Greece

Abstract

Computational Thinking (CT) has been slowly being integrated into early education curricula as a critical skill for 21st-century learners. However, implementation of fully developed curricula devoted to CT development the corresponding motivational aspects for young learners, particularly when using pedagogical strategies like gamification, are scarce, especially when it comes to their long-term effects. This study investigates the long-term impact of the "Coding as Another Language" (CAL) with ScratchJr and integrated gamification elements through the ClassDojo platform on the CT skills and motivation in early childhood education. In this study, we employed a quantitative, semi-experimental approach measuring CT skills utilizing a pre-test and post-test approach and a brief summative assessment test. Also, a motivational questionnaire was utilized post-intervention. The sample consisted of 12 second-grade students over an entire school year. The findings revealed a statistically significant improvement in students' CT development. Furthermore, students reported significant high levels of self-efficacy, grade, self-determination, and intrinsic motivation suggesting that the gamified, project-based approach successfully fostered sustained engagement and confidence in a collaborative environment. This research contributes valuable insights into the successful implementation of long-term, gamified coding programs for young children, demonstrating that such approaches can significantly enhance both cognitive skills and key motivational aspects.

Keywords
computational thinking, early childhood education, scratchJr, gamification, motivational aspects

Article Details

How to Cite
Zourmpakis, A. I. (2025). Developing Computational Thinking in Early Childhood Education: Long-Term Impacts on CT Skills and Motivation Using the CAL Approach, ScratchJr, and Gamification. Advances in Mobile Learning Educational Research, 5(2), 1536-1547. https://doi.org/10.25082/AMLER.2025.02.009
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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