Abstract

The project aims to evaluate how different programming environments (Scratch, Scratch with Kibotics, and Python with Kibotics) influence the development of computational thinking in secondary school students. Using a quasi-experimental design with 161 students aged 14, progress was measured through pre- and post-tests, as well as a final programming exam. Results show that using Kibotics significantly enhances computational skills, especially when combined with Scratch. Additionally, Kibotics appears to help reduce gender performance gaps.

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https://hdl.handle.net/10115/87277

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2025

Description

A quasi-experimental design with control group was used, applying pre- and post-intervention tests to measure the development of computational thinking. Data were collected through a validated questionnaire and a final programming exam, after the completion of instructional sessions with three different environments: Scratch, Scratch with Kibotics, and Python with Kibotics.

Keywords

Computational thinking , Secondary education , Scratch , Python , Educational robotics , Kibotics , Gender gap

Citation

Rodríguez, D., Hijón-Neira, R., Pizarro, C., & Cañas, J. M. (2025). Gender Analysis + Fostering Computational Thinking with Simulated 3D Robots. Universidad Rey Juan Carlos. https://hdl.handle.net/10115/87277

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