Computational Thinking Training and Its Effects on Working Memory, Flexibility, and Inhibition: Controlled Trial in Fifth-Grade Children

This study sought to integrate the discussion on the teaching of computational thinking in elementary school and the development of executive functions in childhood. It evaluated the effect of a training program in computational thinking on working memory, flexibility and inhibition in fifth grade children. A randomized controlled trial was conducted with a sample of 111 typically developing children (mean age = 10.75, SD 0.82). Participants were randomly assigned to either an intervention group (computational thinking training for 12 weeks with disconnected activities and activities connected with game programming and educational robotics) or an active control group (in a regular treatment). The executive functions were assessed before and after the intervention using valid and reliable neuropsychological tests. After the training program, the experimental group showed a significant improvement in several executive functions compared to the control group. A large effect size was observed in auditory working memory, a medium effect in visual and visuospatial working memory, and a small effect on inhibition skills. No changes in cognitive flexibility associated with the intervention were observed. The results suggest that teaching computational thinking through disconnected and connected activities achieves a significant effect on the development of some executive functions.