A metaphor-based robot programming approach to facilitating young children’s computational thinking and positive learning behaviors

Abstract

In the era of artificial intelligence, cultivating computational thinking (CT) in young children is particularly important. Programmable robots provide an excellent opportunity for young children to learn programming and develop computational thinking. However, young children may encounter difficulties when learning abstract CT concepts. Therefore, this study proposes a metaphor-based robotics programming (MRP) approach and explores its impact on young children's CT and behavioral patterns. A total of 118 children aged 5–6 were recruited for this experiment; the experimental group adopted the MRP method, while the control group used traditional robotics programming (CRP). The results show that the MRP method can promote students' computational thinking, academic performance, and more positive learning behaviors. Thus, using a metaphor-based robotics programming (MRP) approach can contribute to young children's programming education and CT development.