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Early coding education and its Multidimensional Impact on Preschool Development: An Analysis of ChatGPT's Insights

INTERNATIONAL JOURNAL OF EARLY CHILDHOOD 2025年 1-27页

作者： Basaran, Mehmet Vural, omer Faruk Metin, Sermin Tamur, Sabiha Gaziantep Univ Fac Educ Dept Educ Sci Gaziantep Turkiye Sakarya Univ Fac Educ Dept Educ Sci Sakarya Turkiye Hasan Kalyoncu Univ Fac Educ Dept Presch Teacher Educ Gaziantep Turkiye

This study investigates ChatGPT's perspectives on coding education for preschool children to provide a comprehensive understanding that is valuable for educators in early childhood education. An instrumental case study approach was employed, utilizing qualitative research design and case study methods. Data were gathered using a structured interview form containing 93 questions posed to ChatGPT version 3.5 to obtain in-depth insights into coding education during the preschool period. Content analysis examined ChatGPT's responses, identifying key themes and codes. The findings indicate that coding practices equip children with coding skills and support their development in multiple domains. Furthermore, the study highlights that uncertainties surrounding the definition of coding, the skills it encompasses, and its integration into curricula are gradually diminishing, with more explicit frameworks emerging. While there are drawbacks to artificial intelligence tools, the study concludes that tools like ChatGPT have significant potential to contribute to the content development of teachers, offering valuable resources to enhance coding education in early childhood. Este estudio investiga las perspectivas de ChatGPT sobre la educaci & oacute;n en programaci & oacute;n para ni & ntilde;os en edad preescolar, con el objetivo de proporcionar una comprensi & oacute;n integral valiosa para los educadores en la educaci & oacute;n infantil. Se emple & oacute;un enfoque de estudio de caso instrumental, utilizando un dise & ntilde;o de investigaci & oacute;n cualitativo y m & eacute;todos de estudio de caso. Los datos se recopilaron mediante un formulario de entrevista estructurada que conten & iacute;a 93 preguntas planteadas a la versi & oacute;n 3.5 de ChatGPT para obtener informaci & oacute;n profunda sobre la educaci & oacute;n en programaci & oacute;n durante el per & iacute;odo preescolar. El an & aacute;lisis de contenido examin & oacute;las respuestas de ChatGPT, identif

关键词： coding education Preschool education ChatGPT insights Preschool development

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Teachers' Perception of Professional Development in coding education

Teachers' Perception of Professional Development in Coding E...

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6th IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

作者： Kong, Runzhi Wong, Gary K. W. Univ Hong Kong Div Informat & Technol Studies Hong Kong Hong Kong Peoples R China

ISBN: (纸本)9781538609002

Extensive studies have already documented the importance of introducing computer science into K-12 which lies in equipping students with computational thinking. And professional development accelerates the speed of integrating computational thinking curriculum into K-12 education. This study aims to explore primary school teachers' perception and perspective of attending professional development activities for teaching coding. The context in which this research was undertaken is in mainland China, Hong Kong, Brunei Darussalam. 107 participants (n = 107) in total involved in this research. The result of this study shows that 1) some primary school teachers still have the misunderstanding on the concept of computational thinking. 2) lack of pedagogical content knowledge and content knowledge are major challenges teachers have in teaching coding. 3) non-cognitive factors, such as anxiety, confidence, always influence teachers' teaching which cannot be neglected. 4) School culture plays an essential role in involving.

关键词： coding education computational thinking professional development

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Can coding education Go Completely Online? Time, Work, and Relationship in Online Courses

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EAST ASIAN SCIENCE TECHNOLOGY AND SOCIETY-AN INTERNATIONAL JOURNAL 2024年第1期18卷 4-21页

作者： Jeong, Hanbyul Jeon, Chihyung Korea Adv Inst Sci & Technol Grad Sch Sci & Technol Policy Daejeon South Korea

The emergence of online teaching has brought new opportunities to computer coding education. In this paper, we examine how the move online is generating a new kind of dynamic within computer programming classes on an online EdTech platform in South Korea. As the platform seeks to solve some old problems within large-scale programming classes, such as machine dependency and labor-intensive operation, its online classes face unique challenges arising from temporal and spatial separation. The new environment requires that class participants coordinate their actions and relationships with other members, which means technical adjustments and human adaptations. Instructors, students, and managers form a distinctive three-party relationship as they respond to the tricky problems of online teaching, such as the time delay between audio and video transmission. The automation of evaluation labor by the platform also influences the human relationship as well as educational efficiency. Our study suggests that the most challenging task in online EdTech experiments would not be to move classes online completely, but to rearrange roles, identities, and relationships within the class.

关键词： Online education coding education EdTech automation South Korea

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Meta-thematic synthesis of research on early childhood coding education: A comprehensive review

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education AND INFORMATION TECHNOLOGIES 2024年第16期29卷 20795-20822页

作者： Basaran, Mehmet Metin, Sermin Vural, omer Faruk Gaziantep Univ Dept Educ Sci Gaziantep Turkiye Hasan Kalyoncu Univ Fac Educ Dept Presch Teacher Educ Gaziantep Turkiye Sakarya Univ Dept Educ Sci Sakarya Turkiye

The growing significance of coding in 21st-century early childhood education extends beyond technical proficiency, encompassing cognitive development, problem-solving, and creativity. coding is being integrated globally into educational curricula to prepare students for the digital era. This research examines coding's potential impact on cognitive and socio-emotional development and emphasizes the need for evidence-based analysis. A meta-thematic analysis synthesizes qualitative data from various studies in a study on coding's effects on preschool children's cognitive and socio-emotional development. It focuses on two themes: cognitive contributions and socio-emotional contributions. Thirteen suitable studies were identified from 942 visualized using the PRISMA flow diagram. coding education enhances cognitive and socio-emotional skills in preschoolers, with implications for curriculum integration. In summary, coding's holistic benefits in early childhood education are explored, and a meta-thematic analysis investigates its influence on cognitive and socio-emotional domains in preschoolers, emphasizing the need for rigorous evidence-based research.

关键词： coding education Early childhood development Cognitive growth Socio-emotional development Preschool curriculum integration

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Importance of coding education and Robotic Applications for Achieving 21st-Century Skills in North Cyprus

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING 2017年第1期12卷 130-140页

作者： Kanbul, Sezer Uzunboylu, Huseyin Near East Univ Dept Comp Educ & Instruct Technol POB 99138 Nicosia Cyprus Near East Univ Dept Educ Curriculum & Instruct POB 99138 Nicosia Cyprus Near East Univ Fac Ataturk Educ POB 99138 Nicosia Cyprus

coding education and robotic applications are integrated or being integrated into education system for students at early ages all around the world. Aim of this study is to reveal the importance of coding education and robotic applications for achieving 21st-century skills in North Cyprus. This study is a descriptive study based on literature review. The obtained data were evaluated by the researcher to reveal the current case with a descriptive approach. It is really important for students to receive education on coding and robotics applications in order to be able to acquire 21st-century skills, develop, produce and achieve "Informatics Island" vision of North Cyprus. In this research, it is observed that importance given to coding education and robotic applications in North Cyprus is insufficient. It is also revealed that there are effective robotic studies as a result of institutional efforts by universities. However, there is no attempt to integrate coding education into primary, secondary and university education programs and there is a little number of academic research related with coding education and robotic applications. It is expected that this study will be a guide for academicians who would like to conduct research in this field, provide information about the present condition and set an example.

关键词： 21st-century skills coding education computational thinking robotic applications

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The Interest-Driven Creator Theory and coding education

The Interest-Driven Creator Theory and Coding Education

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The 20th Global Chinese Conference on Computer in education ( 第20届全球华人计算机教育应用大会)(GCCCE2016)

作者： Siu Cheung KONG Ping LI The Hong Kong Institute of Education Hong Kong

Previous studies found that students' learning would be enhanced if they are interested in the subject *** study proposes an interest-driven approach of guiding students to learn *** suggests that the prevalence potential of mobile app development might increase students' interest to build practical apps for daily *** design principles of coding education probably can engage students to learn meaningfully as well as develop their abilities and creativities that nurture them as *** paper explains how coding education puts the Interest-Driven Creator theory(IDC theory)into *** is believed that students could acquire logical thinking and problem-solving skills by learning coding.A pilot survey study indicated that coding education has potential to achieve this goal.

关键词： Interest-Driven Creator (IDC) theory coding education computational thinking interest-based learning environment mobile app coding

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The effect of design education using virtual reality-based coding on student competence and educational satisfaction

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education AND INFORMATION TECHNOLOGIES 2022年第4期27卷 4577-4597页

作者： Shim, Hyoyoung Lee, Hyangeun Induk Univ Dept Game & VR Design Seoul South Korea Sungshin Univ Dept Serv Design Engn Seoul South Korea

Virtual reality (VR) technology is playing a crucial role in the changing paradigm of education. In many cases, however, VR technology is not being taught because of the lack of relevant educational content at middle and high school levels. This study investigates the effect of design education using VR-based coding on students' competence and educational satisfaction in Korea. To develop a design education program using VR-based coding, examples of VR application and coding education were analyzed. Based on this analysis, we developed 2 design education programs for middle and high school students with the Korean school curriculum in mind. The program was taught to a sample of 301 students for six weeks. Following the implementation of the program, we conducted a satisfaction survey, and the correlation between the competence of middle and high school students and their educational satisfaction was statistically analyzed. The results showed that scientific competence exerts the greatest effect on students' overall educational satisfaction, followed by common competence, core competence, and information competence. Operational satisfaction was most affected by information competence, followed by core competence, common competence, and scientific competence. Core competence and information competence had a similar effect on levels of satisfaction with the educational environment. The developed program showed the potential to cultivate student competence and demonstrated that virtual reality-based coding is meaningful to design education. By understanding the competences that can exert a positive effect on satisfaction, this study is expected to provide effective baseline data for planning future curricula.

关键词： Virtual reality (VR) coding education Design education Design methodology Problem-solving skills Computational thinking

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The Impact of Early Robotics education on Students' Understanding of coding, Robotics Design, and Interest in Computing Careers

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SENSORS 2023年第23期23卷 9335页

作者： Ragusa, Gisele Leung, Lilian Univ Southern Calif Div Engn Educ Viterbi Sch Engn Los Angeles CA 90007 USA

Early robotics education has been sparsely researched, especially for children in elementary education. This research pertains to an early education study that introduced robotics design and programming to children in early education with the purpose of increasing their robotics design knowledge, improving their coding skills, and inspiring their aspirations for future careers. It represents a seven-year study of students ages seven through ten years in a large urban school district. The study engaged a pre-post program comparison of the robotics and coding intervention that focused on children's improved understanding of robotics in addition to their career aspirations. The study resulted in increases in the participating students' understanding of robotics design as well as improved coding skills in robotics contexts. Furthermore, the study also led to increases in the students' career aspirations toward computing fields.

关键词： early robotics coding education computer career aspirations robotics learning

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A Case Study Illustrating coding for Computational Thinking Development

A Case Study Illustrating Coding for Computational Thinking ...

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24th International Conference on Computers in education (ICCE) - Think Global Act Local

作者： Kong, Siu Cheung Li, Ping Educ Univ Hong Kong Ctr Learning Teaching & Technol Hong Kong Hong Kong Peoples R China Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Hong Kong Peoples R China

ISBN: (纸本)9789868473577

Previous studies suggested that computational thinking is an important skill that schools should start equipping children with from primary school education. This study proposes way to develop a mobile app coding curriculum in primary 4 to 6 to nurture students' computational thinking. It will guide students to undergo learning stages from developing their own codes and combining with others' work to create their own apps and staging their apps to gain confidence and recognition of performance in coding. An example of mathematic game in the curriculum is selected as a case study to illustrate in this study how it incorporates the elements of computational thinking in the coding activities progressively. It is believed that the proposed way of curriculum development paves a learning path which may drive students' interest in coding and students could develop computational thinking skills progressively.

关键词： computational thinking coding education coding curriculum mobile app coding primary school education

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Incremental development with an AR coding environment 24

Incremental development with an AR coding environment

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19th WiPSCE Conference on Primary and Secondary Computing education Research (WiPSCE)

作者： Wetzel, Sina Staeter, Rebecca S. Ludwig, Matthias Goethe Univ Frankfurt Frankfurt Germany

ISBN: (纸本)9798400710056

In this study, six high school students used the app to build target 3D-structures out of cubes using a block-based language. The app provides an AR view to examine the current state of the built 3D-structure. We analysed how the app and its AR view are used to evaluate and test the code. The observed processes showed signs of incremental development in varying degrees.

关键词： coding education Augmented Reality Block-based programming

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