Effects of Robotics Programming on Enhancing Computational Thinking Among Middle School Students in Saudi Arabia

Abstract

The study aimed to investigate the computational thinking traits of third-grade middle school students while using RoboMind for programming within a project-based learning setup. It also aimed to determine if incorporating RoboMind into project-based instruction improved students' computational thinking skills, attitudes toward programming, and programming performance based on project outcomes. Implemented through a quasi-experimental design with 138 students from two Saudi Arabian schools, the results indicated a significant improvement in computational thinking skills and positive changes in attitudes toward programming post-RoboMind implementation. The study identified four primary dimensions and seven sub-dimensions of computational thinking, emphasizing its diverse aspects. Furthermore, notable correlations were found between RoboMind project scores and post-RoboMind computational thinking scores in the experimental group. These findings advocate for the integration of RoboMind into programming education, especially within Saudi Arabian educational institutions.