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W06 Embracing Future Challenges: Computational Thinking and Programming Education for Children

Language medium(s):Bilingual

Workshop abstract / A draft of the Call for Workshop Papers:

In the artificial intelligence (AI) era, fostering computational thinking in children has significant implications (Bers et al., 2019; Zhang et al., 2024). As one of the key 21st-century skills, computational thinking equips children with the cognitive tools to solve problems sys tematically and is expected to reshape their learning and daily lives (Wing, 2006; Zhang et al., 2024). Furt hermore, computational thinking is closely related to children’s problem-solving skills, creativity, execut ive functions, logical thinking, career competitiveness and so on (Li et al., 2023a; Su et al., 2021; Zhang et al., 2025). Currently, many countries have incorporated computational thinking into K-12 cu rricula. The development of computational thinking has become an educational priority (Bers et al., 2022).

Programming education is a pivotal means for developing children’s computational thinking (Bers et al., 2022; Hsu et al., 2018). The development of various programming tools, including screen-based programming, robotics programming, and unplugged programming, has offered tremendous opportunities for fostering computational thinking for K-12 children (Chen et al., 2024; Rich et al., 2022; Zhao et al., 2022; Zhang et al., 2023). In recent years, global researchers have initiated the research on children’s computational thinking and programming education (e.g., Li et al., 2023b; Zhao et al., 2023).

This workshop cordially invite scholars and teachers to submit papers and encourage active participation to discuss the latest educational concepts, resources, teaching methods, and practical cases in K-12 children’s computational thinking and programming education. The workshop will provide an interactive platform for educators and researchers from different countries and regions to exchange experiences, share knowledge, and promote innovations in the practice of computational thinking and programming education for children in this AI era.

Potential topics for submission include, but are not limited to:

. Review of research on children’s computational thinking and programming education

. Application and challenges of children’s computational thinking or programming education

. Development and evaluation of children’s programming tools and resources

. Psychological and cognitive development of children’s computational thinking and programming learning

. Curriculum development for children’s computational thinking and programming education

. Innovative teaching strategies and methods in children’s computational thinking and programming education

. Development of assessment tools for children’s computational thinking and programming education

. Interdisciplinary computational thinking and programming education for children

. Professional development for teachers of K-12 children’s computational thinking or programming education

. Gender and diversity issues in children’s computational thinking and programming education

Important Dates and Submission Address: Names, affiliations, emails, and short biographies of the workshop chair and co-chairs:

Chair of the workshop:

Xinli Zhang(zhxl@wzu.edu.cn)

Xinli Zhang is a professor at the College of Education, Wenzhou University, and Deputy Director of the Research Center of STEM Education at Wenzhou University, China. Her research expertise includes children’s computational thinking and programming education, STEM education, artificial intelligence education, and media literacy education. She has led and participated in five provincial and ministerial research projects, and undertaken nearly ten commissioned horizontal projects. She is a consulting expert on STEM education, children’s programming education, and artificial intelligence education for several kindergartens and primary schools. She has served as the chief editor and contributor to multiple textbooks. She has published over ten high-level papers in CSSCI/SCI/SSCI/EI journals, including E-education Research, Computers & Education, and International Journal of STEM Education. She also serves as a peer reviewer for several SCI/SSCI journals.

Co-chair of the workshop:

Li Zhao(li.zhao@njnu.edu.cn)

Li Zhao is an associate professor at the School of Education Science, Nanjing Normal University in China. She is also the director of the Visual Culture Research Institute at the Nanjing Normal University. She is a “Young Leading Talent” under the university’s program for cultivating young scholars. Her main research interests include online education, informationized education, and learning analytics. She has led and completed five national and provincial-level research projects. Dr. Zhao has published three books and co-edited a textbook. She has published over 90 academic papers in both Chinese and English in journals such as the Journal of East China Normal University (Educational Sciences), E-education Research, Computers & Education, and Distance Education. Additionally, she serves on the editorial boards of several SSCI journals and is a peer reviewer for multiple CSSCI/SSCI/SCI journals.

Biyun Huang(byhuang@cityu.edu.mo)

Biyun Huang is an an assistant professor at the School of Education in the City University of Macao. Dr. Huang obtained her doctor’s degree in Information and Technology Studies from the University of Hong Kong. She had also worked as a post-doctoral fellow at the Chinese University of Hong Kong. Her research interests are in transdisciplinary STEAM curriculum design, AI in education, computational thinking and programming education, creative talent development, and gamification. She has been a core member or co-investigator of several large-scale research projects, such as Jockey Club Community Care and STEM in Action, and Toward Effective Use of Gamification in Higher Education Blended Courses: Evaluating a Theory-driven GAFCC Framework using Design-based Research. She has more than 40 publications in SSCI journals or international conferences. In addition, she received the Most Innovative Poster award at the 2022 WERA focal meeting, and the Best Oral Presentation award at the 2017 ICEIT conference. Her research findings are published in SSCI-indexed educational journals, such as Computers & Education, Interactive Learning Environments, Educational Technology & Society, Distance Education, and Educational Research Review.

Workshop committee:

Judy C. R. Tseng, Chung Hua University

Yuchen Chen, The University of Sydney

Dongpin Hu, The Education University of Hong Kong

Lailin Hu, Wenzhou University

Guoshuai Lan, Henan University

Wei Li, Wenzhou University

Xiangyong Liu, Jiangnan University

Min-Chi Chiu, Taichung University of Science and Technology

Shu-Hao Wu, Taiwan Normal University

Guangtao Xu, Hangzhou Normal University

Hanbing Yan, East China Normal University

Baichang Zhong, South China Normal University

Yonghai Zhu, Capital Normal University

References

Bers, M. U., González-González, C., & Armas–Torres, M. B. (2019). Coding as a pl ayground: Promoting positive learning experiences in childhood classrooms. Computer s & Education, 138, 130–145. https://doi.org/10.1016/j.compedu.2019.04.013

Bers, M. U., Strawhacker, A., & Sullivan, A. (2022). The state of the field of computa tional thinking in early childhood education. OECD Education Working Papers. http://dx.doi.org/10.1787/3354387a-en

Chen, Y., Tu, Y. F., Zhang, X., & Hwang, G. J. (2024). Young children’s conceptions o f robot programming learning: A draw-a-picture and epistemic network analysis. Educ ational Technology & Society, 27(4), 69-89. https://doi.org/10.30191/ETS.202410_27(4).RP05

Hsu, T. C., Chang, S. C., & Hung, Y. T. (2018). How to learn and how to teach compu tational thinking: Suggestions based on a review of the literature. Computers & Edu cation, 126, 296–310. https://doi.org/10.1016/j.compedu.2018.07.004

Li, W., Huang, J. Y., Liu, C. Y., Tseng, J. C. R., & Wang, S. P. (2023a). A study on the relationship between student’ learning engagements and higher-order thinking ski lls in programming learning. Thinking Skills and Creativity, 49, 101369. https://doi.org/10.1016/j.tsc.2023.101369

Li, W., Liu, C., & Tseng, J. C. R. (2023b). Development of a metacognitive regulation-based coll aborative programming system and its effects on students’ learning achievements, computational thinking tendency and group metacognition. British Journal of Educational Technology, 55(1), 31 8-339. https://doi.org/10.1111/bjet.13358

Rich, P. J., Bartholomew, S., Daniel, D., Dinsmoor, K., Nielsen, M., Reynolds, C., Swanson, M., Winward, E., & Yauney, J. (2022). Trends in tools used to teach computational thinking thr ough elementary coding. Journal of Research on Technology in Education, 56(3), 269–290.5 ht tps://doi.org/10.1080/15391523.2022.2121345

Su, Y. S., Shao, M., & Zhao, L. (2021). Effect of mind mapping on creative thinking of child ren in scratch visual programming education. Journal of Educational Computing Research, 60(4 ), 906-929. https://doi.org/10.1177/07356331211053383

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https:/ /doi.org/10.1145/1118178.1118215

Zhang, X., Chen, Y., Hu, L., Bao, Y., Tu, Y. F., & Hwang, G. J. (2024). A metaphor-based rob ot programming approach to facilitating young children’s computational thinking and positiv e learning behaviors. Computers & Education, 215, 105039. https://doi.org/10.1016/j.compedu.2024.105039

Zhang, X., Chen, Y., Hu, L., Hwang, G. J., & Tu, Y. F. (2025). Developing preschool children’s computational thinking and executive functions: Unplugged vs. robot programming activities. Inte rnational Journal of STEM Education.

Zhang, X., Chen, Y., Li, D., Hu, L., Hwang, G. J., & Tu, Y. F. (2023). Engaging young students i n effective robotics education: An embodied learning-based computer programming approach. Journ al of Educational Computing Research, 62(2), 532-558. https://doi.org/10.1177/07356331231213548

Zhao, L., Liu, X., Wang, C., & Su, Y. S. (2022). Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning. Comp uters & Education, 181, 104445. https://doi.org/10.1016/j.compedu.2022.104445