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

This study investigates the impact of Code.org's block-based programming curriculum on primary school students' computational thinking, learning motivation, attitudes, and achievement using standardized scales (PCTS, IMMS, ASCOPL, PAT) with 20 students. The research examines correlations between these factors but does not evaluate AI systems or AI-generated content.

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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