Micro:bit to develop computational thinking in students between 7 and 14 years old

Abstract

This work involved the analysis of the use of the Micro:bit tool for developing computational thinking (CT) among students from third to ninth grade of basic education at Unidad Educativa Rey Sabio Salomón. A mixed methodology was applied, using a pre-experimental design with multiple groups, including pre-tests and post-tests. A total of 58 students and 9 teachers participated in the study. Data collection was carried out using closed-ended Likert-type questionnaires. The findings revealed motivation and proficiency in programming skills among lower-grade students (third to fourth grade), showing strengths in problem-solving, logical thinking, and pattern recognition, with achievement levels ranging from 66.7% to 80%. However, in the middle grades (fifth to seventh), only 40% of the students demonstrated competence in managing control structures. In the upper grades (eighth to ninth), students showed difficulty understanding advanced concepts such as variables, sensors, and compound logic, with misunderstanding levels reaching 85.7%. It is concluded that Micro:bit serves as an effective resource for fostering computational thinking across all age groups, provided that the content is progressively adapted to students' cognitive levels. The study supports a gradual integration of computational thinking into the school curriculum.