Date of Award
6-28-2024
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Technology
Capstone Instructor
Robin Percival
Second Reader
Nora Flom
Keywords
coding, computational thinking, elementary, problem-solving
Abstract
This capstone project focused on the potential benefits of coding, specifically for elementary-aged children. The literature review analyzed fifteen studies from around the world about benefits that could be gained from coding. Students coded with unplugged methods, block-based programs, and robots. Problem-solving was a common benefit found in research about elementary coding. Research also supported that specific content areas could be positively impacted through coding such as computational thinking and mathematical reasoning. Coding encouraged transferable life skills such as planning, collaboration, and creativity. (Arslan & Çelik, 2022; Murcia et al., 2020; O’Grady-Jones & Grant,2023;Wilson, 2020). Additionally, exposure to coding at a young age increased student interest in potentially lucrative STEM careers (Ogegbo & Aina, 2023; Ragusa & Leung, 2023). While more research was needed about which specific programs or resources had the greatest impact, all coding lessons led to increased skill-building for elementary students and would be a beneficial technology to increase student achievement.