What the study found
The study found that a micro:bit-based instructional sequence was associated with significant increases in pre-service teachers’ self-perceived computational thinking (CT, or the ability to solve problems using computer-like thinking) content knowledge and positive attitudes. Two negative emotions, frustration and boredom, persisted.
Why the authors say this matters
The authors conclude that integrating CT into pre-service teacher education in higher education institutions may help improve future K-12 mathematics instruction. The findings also indicate support for the internal consistency and preliminary construct validity of the measurement instruments used.
What the researchers tested
The researchers studied 228 pre-service mathematics teachers in several courses using a pre-experimental design. The intervention followed a six-step sequence: introducing CT concepts through divisibility content, moving to visual block programming and Python coding, and ending with building a physical calculator to identify factors and divisors.
What worked and what didn't
Self-perceived CT content knowledge increased significantly after the intervention, and positive attitudes also increased. Frustration and boredom remained present regardless of individual characteristics, and the abstract does not report any reduction in those emotions.
What to keep in mind
The abstract describes participants as initially underprepared to teach CT concepts, so the findings are limited to that group. Limitations beyond this are not described in the available summary.
Key points
- 228 pre-service mathematics teachers took part in the study.
- A micro:bit-based six-step sequence was used to teach CT concepts.
- Self-perceived CT content knowledge increased significantly after the intervention.
- Positive attitudes also increased after the intervention.
- Frustration and boredom persisted regardless of individual characteristics.
Disclosure
- Research title:
- Micro:bit activities improved self-perceived CT knowledge and attitudes
- Authors:
- Jin Su Jeong, David González-Gómez
- Institutions:
- Universidad de Extremadura
- Publication date:
- 2026-01-29
- OpenAlex record:
- View
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