Developing Computational Thinking in Early Childhood Education: Long-Term Impacts on CT Skills and Motivation Using the CAL Approach, ScratchJr, and Gamification

Computational Thinking (CT) has been slowly being integrated into early education curricula as a critical skill for 21st-century learners. However, implementation of fully developed curricula devoted to CT development the corresponding motivational aspects for young learners, particularly when using pedagogical strategies like gamification, are scarce, especially when it comes to their long-term effects. This study investigates the long-term impact of the "Coding as Another Language" (CAL) with ScratchJr and integrated gamification elements through the ClassDojo platform on the CT skills and motivation in early childhood education. In this study, we employed a quantitative, semi-experimental approach measuring CT skills utilizing a pre-test and post-test approach and a brief summative assessment test. Also, a motivational questionnaire was utilized post-intervention. The sample consisted of 12 second-grade students over an entire school year. The findings revealed a statistically significant improvement in students' CT development. Furthermore, students reported significant high levels of self-efficacy, grade, self-determination, and intrinsic motivation suggesting that the gamified, project-based approach successfully fostered sustained engagement and confidence in a collaborative environment. This research contributes valuable insights into the successful implementation of long-term, gamified coding programs for young children, demonstrating that such approaches can significantly enhance both cognitive skills and key motivational aspects.