Unravelling the numerical and spatial underpinnings of computational thinking: a pre-registered replication study

ABSTRACTBackgroundKey to optimizing Computational Thinking (CT) instruction is a precise understanding of the underlying cognitive skills. Román-González et al. (2017) reported unique contributions of spatial abilities and reasoning, whereas arithmetic was not significantly related to CT. Disentangling the influence of spatial and numerical skills on CT is important, as neither should be viewed as monolithic traits.ObjectiveThis study aimed (1) to replicate the results of a previous study by Román-González et al. (Computers in Human Behaviour 72), and (2) to extend this research by investigating other theoretically relevant constructs. Specifying the contribution of reasoning (i.e. numerical, figural), numerical skills (i.e. arithmetic, algebra), and spatial skills (i.e. visualization, mental rotation, short-term memory) helps to better understand the cognitive mechanisms underlying CT.MethodWe investigated a sample of 132 students from Grades 7–8 (age range 12–15 years). Participants completed the Computational Thinking test, as well as a variety of psychometric assessments of reasoning, numerical, and spatial skills. To determine which cognitive skills are relevant for CT, we calculated bivariate correlations and performed a linear regression analysis.FindingsResults confirmed unique contributions of figural reasoning and visualization. Additional variance was explained by algebraic skills.ImplicationsWe conclude that CT engages cognitive mechanisms extending beyond reasoning and spatial skills.