Title:	AGE-RELATED VARIATIONS IN COMPUTATIONAL THINKING DEVELOPMENT THROUGH PEER TUTORING IN EDUCATIONAL ROBOTICS
Author(s):	Vaso Anastasiou and Charoula Angeli
ISBN:	978-989-8704-72-6
Editors:	Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías
Year:	2025
Edition:	Single
Keywords:	Educational Robotics, Peer Tutoring, Computational Thinking
Type:	Full Paper
First Page:	181
Last Page:	188
Language:	English
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Paper Abstract:	This study examines developmental differences in the acquisition of computational thinking (CT) among students in Grades 3 to 5 (ages 8-11) engaged in educational robotics (ER) activities implemented through a peer tutoring (PT) framework. The sample comprised 78 students from a public school in Europe, with fifth-grade students serving as tutors and third- and fourth-grade students as tutees. A quasi-experimental design was employed, utilizing pre- and post-intervention assessments to measure CT competencies. Findings indicated statistically significant improvements in CT performance among all participants, encompassing both tutors and tutees. Furthermore, no significant differences were observed in post-test outcomes between the two groups, suggesting that the PT approach within ER activities is equally advantageous for both tutors and tutees. Although pre-test results demonstrated an age-related gradient in line with Piagetian developmental theory—whereby older students outperformed their younger peers—this disparity was not evident in the post-test results. Notably, students across all grade levels demonstrated higher post-test scores compared to their pre-test performance, indicating that the intervention yielded measurable benefits for all participants, regardless of their grade level. These findings underscore the potential of developmentally appropriate, structured ER and PT interventions to mitigate age-related differences and effectively cultivate CT skills in primary education contexts.
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