What the study found
The study found that a gamified low-code programming approach using the micro:bit, a physical computing device, was associated with better emotional responses and improved readiness for computational thinking and mathematical thinking. The findings also included pre-service teachers' perspectives within sustainable mathematics education.
Why the authors say this matters
The authors say the approach may help address gaps in preparation for teaching computational thinking and managing the affective, or emotion-related, aspects of learning. They also suggest the findings may be adaptable across different academic and professional domains under predictable and uncertain conditions.
What the researchers tested
The researchers investigated low-code programming with the micro:bit in a gamified context for P–12 students, meaning students from pre-kindergarten through grade 12, within sustainable mathematics education. They also considered the perspectives of pre-service teachers, or people preparing to become teachers, in relation to computational thinking and mathematical thinking.
What worked and what didn't
Positive emotions increased and negative emotions decreased after the intervention, except for frustration and boredom. Interest in and engagement with perceived readiness for computational thinking and mathematical thinking also improved among pre-service teachers.
What to keep in mind
The abstract describes the study as underexplored and insufficiently evaluated, but it does not give detailed limitations, sample size, or measurement methods in the available summary. The reported effects are based on the intervention described in the abstract and should be read within that scope.
Key points
- A gamified micro:bit-based low-code approach was studied in sustainable mathematics education.
- Positive emotions increased after the intervention, while negative emotions decreased except for frustration and boredom.
- Pre-service teachers showed improved interest in and engagement with readiness for computational thinking and mathematical thinking.
- The authors frame the work as addressing gaps in teacher preparation and affective aspects of learning.
- The abstract does not provide detailed limitations or study size.
Disclosure
- Research title:
- Micro:Bit gamification improved emotions and readiness for computational thinking
- Authors:
- Jin Su Jeong, Ana Isabel Montero-Izquierdo, Félix Yllana-Prieto, David González-Gómez
- Institutions:
- Universidad de Alcalá, Universidad de Extremadura, Universidad de Extremadura, Universidad de Extremadura
- Publication date:
- 2026-03-03
- DOI:
- 10.3390/su18052430
- OpenAlex record:
- View
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