A Systematic Review of K-12 Computational Thinking Assessment in Digital Learning Environments

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: Feedback and Assessment in Digital Learning Environments

Abstract

Computational thinking (CT) is a key 21st-century skill, yet effective assessment methods in k-12 digital learning environments (DLEs) are limited. This systematic review analyzes 56 peer-reviewed studies (2019-2025) using PRISMA guidelines to identify trends, types of DLEs, and CT assessment methods. The findings show that digital platforms used learning analytics, stealth assessment, and game-based environments for formative feedback. Summative assessments, also delivered through DLEs, such as multiple-choice tests, focused on evaluating final performance. A lack of hybrid approaches is evident in the studies. Most studies prioritized CT skills (e.g., abstraction), and practices (e.g., debugging), while overlooking CT attitudes (e.g., persistence). Findings support inclusive, learner-centered strategies that leverage DLE affordances to imagine equitable educational futures.

Authors

• Maryam Babaee, University of Florida

• Seyedahmad Rahimi, University of Florida