#158: Supporting Computational Problem-Solving and CT Learning Through Paper-based Problem-Solving Aids

Educational Robotics (ERs) are widely used to teach Computational Thinking (CT) in elementary schools, yet they do not effectively support systematic engagement with computational problems. This study investigated whether integrating ER activities with familiar, relatable tasks could support young learners’ problem-solving and CT learning. It compared CT learning gains and the problem-solving strategies of two groups: one using ERs and tablets with teacher support, reflecting current classroom practices (control condition), and another integrating paper-based tasks with the same technology (treatment condition). Students (grades 4 and 5) worked in pairs to solve scenarios involving a robot navigating mazes. Results showed a significantly positive effect on CT learning for the treatment group and demonstrated that students in this condition approached the problem more systematically and applied different debugging strategies. The findings support the design and use of scaffolds grounded in specific models of computational problem-solving.