International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Ezgi Pelin Yıldız; Ayşe Alkan; Murat Tezer

doi:10.23947/2334-8496-2025-13-2-365-378

Authors

Ezgi Pelin Yıldız Kafkas University Kazım Karabekir Vocational School of Technical Sciences Department of Computer Technology, Turkey https://orcid.org/0000-0002-9987-9857
Ayşe Alkan Samsun Provincial Directorate of National Education, Turkey https://orcid.org/0009-0005-5940-1583
Murat Tezer Near East University Faculty of Arts and Sciences Department of Mathematics, Cyprus https://orcid.org/0000-0002-8312-9162

DOI:

https://doi.org/10.23947/2334-8496-2025-13-2-365-378

Keywords:

digital game-based learning, computational thinking, early childhood, experimental method

Abstract

This study investigated how the computational thinking competencies of students classified in the early childhood category can be developed through digital game-based learning. Computational thinking is a way of thinking that includes problem solving, algorithmic thinking and logical inference skills is considered an important competence that should be acquired at an early age. Digital game-based learning stands out as a powerful tool for developing computational thinking skills while providing a fun and motivating environment by ensuring the active participation of students. Within the scope of the research, the effects of digital game-based learning activities on students’ computational thinking skills were examined by experimental method, one of the quantitative research methods. In this study, a 4-week training activity was conducted for the experimental and control groups determined during the research process to develop computational thinking skills in 5-year-old pre-school children. The study group consists of 50 students in the 5-year-old age group studying in the pre-school class of a state institution. In the study, student groups were divided into experimental and control groups. The experimental and control groups consisted of 25 students. The achievement test prepared for the cognitive domain was used as a pre-test and post-test as the data collection tool. In addition to this data collection tool, an evaluation rubric was also used in the study. The findings showed that digital game-based learning methods positively affect the development of computational thinking skills in early childhood. In light of these findings, recommendations were made in the study for the integration of digital games into relevant educational programs and the promotion of computational thinking at an early age.

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