A two-hour CCPS-informed coding, robotics, and machine-learning workshop was associated with higher post-intervention self-reported scores for pre-service teachers than a non-equivalent control group on all three questionnaire dimensions¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r1 · q2 · i2–i3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Design limits · Susana Sánchez Castro 2026: groups were assigned but students were analysed as independent · Susana Sánchez Castro 2026 (2): groups were assigned but students were analysed as independent · Susana Sánchez Castro 2026 (3): groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-29)

Subclaims¶

q2 i2 Experimental-group students reported significantly higher knowledge of programming and machine learning after the workshop, with a small effect size (r =.29). → Susana Sánchez Castro 2026 q2 i3 Experimental-group students reported significantly greater familiarity with block-based programming and game engines, with a large effect size (r =.50). → Susana Sánchez Castro 2026 (2) q2 i3 Experimental-group students reported significantly more favorable perceptions of active learning, with a large effect size (r =.50). → Susana Sánchez Castro 2026 (3)

Evidence¶

Susana Sánchez Castro 2026¶

Susana Sánchez Castro, Mª Ángeles Pascual Sevillano, Rogelio Buceta Otero, Javier Fombona Cadavieco. (2026). Developing computational thinking in teacher education: a brief experience with coding, robotics, and machine learning. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10744-6

q2 · i2 · causal · r1

Posttest comparison (Mann–Whitney U) of the experimental group (n = 105) against the non-equivalent control group (n = 39) on the knowledge dimension. The article reports "a small effect size (r =.29)" favoring the experimental group; no pretest was administered.

"The results reveal statistically significant differences between the experimental and control groups (U = 2821.5, p =.00046), with a small effect size (r =.29)."

Susana Sánchez Castro 2026 (2)¶

Susana Sánchez Castro, Mª Ángeles Pascual Sevillano, Rogelio Buceta Otero, Javier Fombona Cadavieco. (2026). Developing computational thinking in teacher education: a brief experience with coding, robotics, and machine learning. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10744-6

q2 · i3 · causal · r1

Mann–Whitney U comparison on the block-based programming and game engines dimension between the experimental group (n = 105) and control group (n = 39), showing "a large effect size (r =.50)" favoring the experimental group.

"The results show a notable difference between the groups (U = 3373.5, p <.00001), with a large effect size (r =.50)."

Susana Sánchez Castro 2026 (3)¶

Susana Sánchez Castro, Mª Ángeles Pascual Sevillano, Rogelio Buceta Otero, Javier Fombona Cadavieco. (2026). Developing computational thinking in teacher education: a brief experience with coding, robotics, and machine learning. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10744-6

q2 · i3 · causal · r1

Mann–Whitney U comparison on the active learning dimension between the experimental group (n = 105) and control group (n = 39), showing "a large effect size (r =.50)" favoring the experimental group.

"The analysis revealed statistically significant differences between the experimental and control groups (U = 3380.0, p <.00001), with a large effect size (r =.50)."

Discussion¶

Related Claims¶

• Favorable overall self-reported perceptions coexisted with lower self-reported familiarity in specific technical areas: machine learning, prior block-based programming experience, and game-engine programming — related
• After an SDT-driven redesign of a two-day teacher workshop (one cohort of 26, no control group), self-reported AI-TPACK (d = 0.70), IPACK (d = 0.86) and AI attitude (d = 0.58) rose significantly from pre to post — related