The Influence and Relationship between Computational Thinking, Learning Motivation, Attitude, and Achievement of Code.org in K-12 Programming Education

This study evaluates the impact of Code.org's block-based programming curriculum on 20 primary school students' computational thinking, learning motivation, attitudes, and programming achievement using standardized surveys and tests. The research focuses on traditional educational outcomes from a programming curriculum rather than evaluating AI systems or AI-mediated learning.

This study examined the impact of Code.org's block-based coding curriculum on primary school students' computational thinking, motivation, attitudes, and academic performance. Twenty students participated, and a range of tools was used: the Programming Computational Thinking Scale (PCTS) to evaluate computational thinking, the Instructional Materials Motivation Survey (IMMS) for motivation, the Attitude Scale of Computer Programming Learning (ASCOPL) for attitudes, and the Programming Achievemen

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