Effects of Logo and CAI environments on cognition and creativity.
Douglas H. Clements · Journal of Educational Psychology · 1986
Although claims concerning the cognitive benefits of computer programming have been made, research results are conflicting. This study assessed the effects of learning computer programming and computer-assisted instruction (CAI) on specific cognitive skills (classification and seriation operations), metacognitive skills, creativity, and achievement (reading, mathematics, and ability to describe directions). Seventy-two 6- and 8-year-old children were pretested to assess pretreatment level of operational competence (classification and seriation), creativity, and achievement. The children were then randomly assigned to one of three 22-week treatment conditions — computer programming in Logo, CAT, or control. Posttesting revealed that the programming group scored significantly higher on measures of operational competence, two of three measures of metacognitive skills, and a measure of creativity and on describing directions. No differences were found on measures of reading and mathematics achievement. Although proponents have made strong claims regarding the positive effects of computer programming on young children's cognition, research results are conflicting. Even when results are positive, effects on variables such as achievement tend to be small. There is some empirical and theoretical support, however, for the hypothesis that programming can facilitate the development of specific cognitive and metacognitive skills. The purpose of this study was to investigate the effects of computer programming on the cognitive skills (classification and seriation operations), metacognitive skills, creativity, and achievement of 6- and 8-year-old children.