Can computational talent be detected? Predictive validity of the Computational Thinking Test

Román-González, Marcos, Pérez-González, Juan Carlos, Moreno-León, Jesús y Robles, Gregorio . (2018) Can computational talent be detected? Predictive validity of the Computational Thinking Test. International Journal of Child-Computer Interaction 18 (2018) 47–58

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Título Can computational talent be detected? Predictive validity of the Computational Thinking Test
Autor(es) Román-González, Marcos
Pérez-González, Juan Carlos
Moreno-León, Jesús
Robles, Gregorio
Materia(s) Educación
Abstract Computational thinking (CT) is arising as a set of problem-solving skills that must be acquired by the new generations of students to fully understand and participate in our computer-based world. However, from a psychometric approach, we are still at an early stage regarding the definition and assessment of CT as a psychological variable. One way to advance in this area is to investigate whether ‘computationally talented’ students (i.e., ‘computational top thinkers’) can be detected even before learning to code; and, if so, how to teach them properly to fully develop their high-computational ability. This paper presents several empirical concatenated studies about the predictive validity of the Computational Thinking Test (CTt), which is administered on a sample of 314 middle school Spanish students (n = 314). We report the predictive validity of the CTt, conducted at the beginning of the quarter, with respect to academic performance (Informatics, Mathematics, and Language) and learning analytics in a Code.org course collected at the end of the quarter. We also analyze the predictive validity of the CTt to early distinguish between ‘computational regular thinkers’ and ‘computational top thinkers’ (i.e., those who spontaneously accelerated from the ‘block-based’ programming environment of Code.org to the ‘text-based’ one of Khan Academy). Finally, we perform a case study over two of the students categorized as ‘computational top thinkers’, in which one of their coding products written in Processing JavaScript is described. Our results demonstrate that ‘computationally talented’ students can be detected in middle school, and that these subjects have the ability to accelerate in the Computer Science Education standards between 1 and 2 years compared to the regular learners. This could have major implications on the emerging computing curricula, which should take into account these individual differences in computational ability and ‘learning-how-to-code’ speed to ensure an appropriate progression for every student.
Palabras clave Computational thinking
Computational thinking test
Computational talent
Cognitive assessment
Predictive validity
Editor(es) Elsevier
Fecha 2018
Formato application/pdf
Identificador bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0005
http://e-spacio.uned.es/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0005
DOI - identifier https://doi.org/10.1016/j.ijcci.2018.06.004
ISSN - identifier 2212-8689
Nombre de la revista International Journal of Child-Computer Interaction
Número de Volumen 18
Página inicial 47
Página final 58
Publicado en la Revista International Journal of Child-Computer Interaction 18 (2018) 47–58
Idioma eng
Versión de la publicación publishedVersion
Tipo de recurso Article
Derechos de acceso y licencia http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
Tipo de acceso Acceso abierto
Notas adicionales The registered version of this article, first published in International Journal of Child-Computer Interaction is available online at the publisher's website: Elsevier, https://doi.org/10.1016/j.ijcci.2018.06.004
Notas adicionales La versión registrada de este artículo, publicado por primera vez en International Journal of Child-Computer Interaction, está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.ijcci.2018.06.004

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Creado: Mon, 12 Feb 2024, 20:31:18 CET