Effect of Mind Mapping-Based Scaffolding on Elementary Students’ Computational Thinking in Block-Based Programming

Abstract

Block-based visual programming tools are widely used in elementary education. Nonetheless, these tools alone may not ensure the spontaneous and efficient acquisition of concepts and skills in computational thinking (CT). Using mind mapping as a form of scaffolding to facilitate the visualization of abstract thinking processes may enhance the effectiveness of programming instruction. This study therefore investigated the effects of mind mapping-based scaffolding that integrates five CT skills on elementary students’ CT development. Eighty-six fifth-grade students participated in our pretest-posttest quasi-experimental study. In the experimental group, mind mapping-based scaffolding was used to help students learn programming, while in the comparison group it was not used. The results showed that both groups achieved significant improvements in concept understanding and skill development; however, students instructed using mind mapping-based scaffolding obtained notably superior performance in understanding CT concepts and mastering CT skills. The results also revealed that the students had positive perceptions of mind mapping-based scaffolding, although challenges were also identified. This study enriches the relevant empirical research and offers insights for practitioners on designing effective scaffolding to promote students’ CT development.