Table 8.
24 relevant publications that we identified in the second SLR.
| References | Title | Tool name | Type of tool | Age of participants | Number of participants |
|---|---|---|---|---|---|
| Jurado et al. (2020) | Social steam learning at an early age with robotic platforms: A case study in four schools in Spain | KIBO | Physical | 4–6 | 65 |
| Bers (2019) | Coding as another language: a pedagogical approach for teaching computer science in early childhood | KIBO, Scratch Jr | Physical, virtual | 4–7 | at least 9 |
| Sullivan and Bers (2019) | Investigating the use of robotics to increase girls' interest in engineering during early elementary school | KIBO | Physical | 5–7 | 105 |
| Bers et al. (2019) | Coding as a playground: Promoting positive learning experiences in childhood classrooms | KIBO | Physical | 3–5 | 172 |
| Sullivan and Bers (2018) | Dancing robots: integrating art, music, and robotics in Singapore's early childhood centers | KIBO | Physical | 3–6 | 98 |
| Sullivan et al. (2017) | Imagining, playing, and coding with kibo: Using robotics to foster computational thinking in young children | KIBO | Physical | 3–7 | 322 |
| Pugnali et al. (2017) | THE impact of user interface on young children's computational thinking | KIBO, Scratch Jr | Physical, virtual | 4–7 | 28 |
| Elkin et al. (2016) | Programming with the KIBO Robotics Kit in Preschool Classrooms | KIBO | Physical | 3–5 | 64 |
| Sullivan and Bers (2016b) | Robotics in the early childhood classroom: learning outcomes from an 8–week robotics curriculum in pre–kindergarten through second grade | KIWI | Physical | 4–7 | 60 |
| Sullivan and Bers (2016a) | Girls, boys, and bots: Gender differences in young children's performance on robotics and programming tasks | KIWI, BOTS | Physical, virtual | 4–7 | 45 |
| Strawhacker and Bers (2015) | “I want my robot to look for food”: Comparing Kindergartner's programming comprehension using tangible, graphic, and hybrid user interfaces | CHERP | Hybrid | 5–6 | 35 |
| Kazakoff and Bers (2014) | Put your robot in, put your robot out: Sequencing through programming robots in early childhood | CHERP | Hybrid | 4–6 | 34 |
| Arfé et al. (2020) | The effects of coding on children's planning and inhibition skills | Code.org | Virtual | 5–6 | 179 |
| Çiftci and Bildiren (2020) | The effect of coding courses on the cognitive abilities and problem–solving skills of preschool children | Code.org | Virtual | 4–5 | 28 |
| Pila et al. (2019) | Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children | Kodable, Daisy the Dinosaur | Virtual | 4–6 | 28 |
| Jung et al. (2019) | TurtleTalk: An educational programming game for children with voice user interface | Move the turtle | Virtual | 6–9 | 8 |
| Strawhacker and Bers (2019) | What they learn when they learn coding: investigating cognitive domains and computer programming knowledge in young children | ScratchJr | Virtual | 5–8 | 57 |
| Pinto and Osório (2019) | Learn to program in preschool: Analysis with the participation scale [Aprender a programar en educación infantil: Análisis con la escala de participación] | ScratchJr | Virtual | 3–6 | 71 |
| Strawhacker et al. (2018) | Teaching tools, teachers' rules: exploring the impact of teaching styles on young children's programming knowledge in ScratchJr | ScratchJr | Virtual | 5–7 | 222 |
| Rose et al. (2017) | An exploration of the role of visual programming tools in the development of young children's computational thinking | Game with ScratchJr– and Lightbot–like programming interface | Virtual | 6–7 | 40 |
| Portelance et al. (2016) | Constructing the ScratchJr programming language in the early childhood classroom | ScratchJr | Virtual | 5–7 | 62 |
| Papadakis et al. (2016) | Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: A case study | ScratchJr | Virtual | 4–6 | 43 |
| Hu et al. (2015) | Strawbies: Explorations in tangible programming | Strawbies | Hybrid | 4–10 | No info |
| Wang et al. (2014) | A tangible programming tool for children to cultivate computational thinking | T–maze | Hybrid | 5–9 | 20 |