Eurasia Journal of Mathematics, Science and Technology Education

• Alonso-García, S., Rodríguez, A.-V., Ramos, M., & Victoria-Maldonado, J.-J. (2024). Enhancing computational thinking in early childhood education with educational robotics: A meta-analysis. Heliyon, 10(13), Article e33249. https://doi.org/10.1016/j.heliyon.2024.e33249
• Barradas, R., Lencastre, J. A., Soares, S. P., & Valente, A. (2024). Arduino-based mobile robotics for fostering computational thinking development: An empirical study with elementary school students using problem-based learning across Europe. Robotics, 13(11), Article 159. https://doi.org/10.3390/robotics13110159
• Bers, M. U., González-González, C., & Armas-Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers & Education, 138, 130-145. https://doi.org/10.1016/j.compedu.2019.04.013
• Brennan, K., & Resnick, M. (2012). Using artifact-based interviews to study the development of computational thinking in interactive media design. In Proceedings of the American Educational Research Association Meeting.
• Carlborg, N., Tyrén, M., Heath, C., & Eriksson, E. (2019). The scope of autonomy when teaching computational thinking in primary school. International Journal of Child-Computer Interaction, 21, 130-139. https://doi.org/10.1016/j.ijcci.2019.06.005
• Chalmers, C. (2018). Robotics and computational thinking in primary school. International Journal of Child-Computer Interaction, 17, 93-100. https://doi.org/10.1016/j.ijcci.2018.06.005
• Chevalier, M., Giang, C., El-Hamamsy, L., Bonnet, E., Papaspyros, V., Pellet, J. P., Audrin, C., Romero, M., Baumberger, B., & Mondada, F. (2022). The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school. Computers & Education, 180, Article 104431. https://doi.org/10.1016/j.compedu.2022.104431
• Ching, Y., & Hsu, Y. (2023). Educational robotics for developing computational thinking in young learners: A systematic review. TechTrends, 68, 423-434. https://doi.org/10.1007/s11528-023-00841-1
• Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. Routledge.
• Coşkun, T. K., & Filiz, O. (2023). The impact of twenty-first century skills on university students’ robotic achievements. Education and Information Technologies, 28(12), 16255-16283. https://doi.org/10.1007/s10639-023-11850-1
• De la Hoz, A., Melo, L., & Cubero, J. (2024). Educational robotics for science and mathematics teaching: Analysis of pre-service teachers’ perceptions and self-confidence. Heliyon, 10(21), Article e40032. https://doi.org/10.1016/j.heliyon.2024.e40032
• De Vasconcelos, A., Silveira, A., De Oliveira, R., Da Silva, L., Mesiara, G., & Quadros, J. (2022). Utilizing educational robotics for learning about sustainability issues. In Proceedings of the 2022 Latin American Robotics Symposium, 2022 Brazilian Symposium on Robotics, and 2022 Workshop on Robotics in Education (pp. 384-388). https://doi.org/10.1109/lars/sbr/wre56824.2022.9995840
• European Commission. (2022). The digital competence framework for citizens: With new examples of knowledge, skills and attitudes (DigComp 2.2). Publications Office of the European Union. https://doi.org/10.2760/115376
• Fanchamps, N. L. J. A., Slangen, L., Hennissen, P., & Specht, M. (2021). The influence of SRA programming on algorithmic thinking and self-efficacy using Lego robotics in two types of instruction. International Journal of Technology and Design Education, 31(2), 203-222. https://doi.org/10.1007/s10798-019-09559-9
• Freitas, E. J. de R., Silva Junior, C. D. da, Machado, P. H. F., Moreira, M. N. A., & Moreira, P. S. (2024). Low-cost automated vegetable garden: Integrating educational robotics in high school. Revista de Gestão–RGSA, 18(7), Article e08357. https://doi.org/10.24857/rgsa.v18n7-167
• Giannakoulas, A., & Xinogalos, S. (2024). Studying the effects of educational games on cultivating computational thinking skills to primary school students: A systematic literature review. Journal of Computers in Education 11, 1283-1325. https://doi.org/10.1007/s40692-023-00300-z
• Gretter, S., & Yadav, A. (2016). Computational thinking and media & information literacy: An integrated approach to teaching twenty-first century skills. TechTrends, 60, 510-516. https://doi.org/10.1007/s11528-016-0098-4
• Hair, J. F., Anderson, R .E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Prentice Hall.
• Hsu Y.-C., Irie, N. R., & Ching, Y.-H. (2019). Computational thinking educational initiatives (CTEI) across the globe. TechTrends, 63, 260-270. https://doi.org/10.1007/s11528-019-00384-4
• Jurado, E., Fonseca, D., Coderch, J., & Canaleta, X. (2020). Social STEAM learning at an early age with robotic platforms: A case study in four schools in Spain. Sensors, 20(13), Article 3698. https://doi.org/10.3390/s20133698
• Kanaki, K., Chatzakis, S., & Kalogiannakis, M. (2025). Fostering algorithmic thinking and environmental awareness via Bee-Bot activities in early childhood education. Sustainability, 17(9), Article 4208. https://doi.org/10.3390/su17094208
• Kastner-Hauler, O., Tengler, K., Sabitzer, B., & Lavicza, Z. (2022). Combined effects of block-based programming and physical computing on primary students’ computational thinking skills. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.875382
• Kolodner, J., Camp, P., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S., & Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design into practice. Journal of the Learning Sciences, 12(4), 495-547. https://doi.org/10.1207/S15327809JLS1204_2
• Lambert, L., & Guiffre, H. (2009). Computer science outreach in an elementary school. Journal of Computing Sciences in Colleges, 24(3), 118-124.
• Lu, S., Nuryana, Z., Ni, X., Xu, W., & Alias, M. N. (2025). A decade of educational robotics: Trends and SDG contributions. Humanities and Social Sciences Communications, 12, Article 1356. https://doi.org/10.1057/s41599-025-05663-5
• Maya, I., Pearson, J. N., Tapia, T., Wherfel, Q. M., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, 263-279. https://doi.org/10.1016/j.compedu.2014.11.022
• Misirli, A., & Komis, V. (2023). Computational thinking in early childhood education: The impact of programming a tangible robot on developing debugging knowledge. Early Childhood Research Quarterly, 65, 139-158. https://doi.org/10.1016/j.ecresq.2023.05.014
• Mwangi, P., Muriithi, C., & Agufana, P. (2022). Exploring the benefits of educational robots in STEM learning: A systematic review. International Journal of Engineering and Advanced Technology, 11(6), 5-11. https://doi.org/10.35940/ijeat.f3646.0811622
• Noh, J., & Lee, J. (2020). Effects of robotics programming on the computational thinking and creativity of elementary school students. Educational Technology Research and Development, 68, 463-484. https://doi.org/10.1007/s11423-019-09708-w
• Ouyang, F., & Xu, W. (2024). The effects of educational robotics in STEM education: A multilevel meta-analysis. International Journal of STEM Education, 11, Article 7. https://doi.org/10.1186/s40594-024-00469-4
• Papadakis, S., & Kalogiannakis, M. (2019). Evaluating a course for teaching introductory programming with Scratch to pre-service kindergarten teachers. International Journal of Technology Enhanced Learning, 11(3), 231-246. https://doi.org/10.1504/IJTEL.2019.100478
• Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.
• Pedersen, B. K. M. K., Larsen, J. C., & Nielsen, J. (2020). The effect of commercially available educational robotics: A systematic review. In M. Merdan, W. Lepuschitz, G. Koppensteiner, R. Balogh, & D. Obdržálek (Eds.), Robotics in education. RiE 2019. Advances in intelligent systems and computing, vol 1023 (pp. 14-27). Springer. https://doi.org/10.1007/978-3-030-26945-6_2
• Rich, P. J., Bartholomew, S., Daniel, D., Dinsmoor, K., Nielsen, M., Reynolds, C., Swanson, M., Winward, E., & Yauney, J. (2022). Trends in tools used to teach computational thinking through elementary coding. Journal of Research on Technology in Education, 56(3), 269-290. https://doi.org/10.1080/15391523.2022.2121345
• Richardo, R., Dwiningrum, S., Wijaya, A., Retnawati, H., Wahyudi, A., Sholihah, D., & Hidayah, K. (2023). The impact of STEM attitudes and computational thinking on 21st-century via structural equation modelling. International Journal of Evaluation and Research in Education, 12(2), 571-578. https://doi.org/10.11591/ijere.v12i2.24232
• Ruiz Vicente, F., Zapatera Llinares, A., & Montés Sánchez, N. (2020). “Sustainable city”: A STEAM project using robotics to bring the city of the future to primary education students. Sustainability, 12(22), Article 9696. https://doi.org/10.3390/su12229696
• Sáez-López, J.M., Román, M., & Vázquez, E. (2016). Visual programming languages integrated across the curriculum in elementary school. A two-year case study using scratch in five schools. Computers and Education, 97, 129-141. https://doi.org/10.1016/j.compedu.2016.03.003
• Sáez-López, J. M. & Sevillano-García, M. L., & Vázquez-Cano, E. (2019). The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot. Educational Technology Research and Development, 67(6), 1405-1425. https://doi.org/10.1007/s11423-019-09648-5
• Seckel, M. J., Vásquez, C., Samuel, M., & Breda, A. (2022). Errors of programming and ownership of the robot concept made by trainee kindergarten teachers during an induction training. Education and Information Technologies, 27(3), 2955-2975. https://doi.org/10.1007/s10639-021-10708-8
• Sung, W., Ahn, J., & Black, J. B. (2022). Elementary students’ performance and perceptions of robot coding and debugging: Embodied approach in practice. Journal of Research in Childhood Education, 36(4), 681-696. https://doi.org/10.1080/02568543.2022.2045399
• Trapero-González, I., Hinojo-Lucena, FJ., Romero-Rodríguez, J.-M., & Martínez-Menéndez, A. (2024). Didactic impact of educational robotics on the development of STEM competence in primary education: A systematic review and meta-analysis. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1480908
• United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development (A/RES/70/1). United Nations. https://www.un.org/en/development/desa/population/migration/generalassembly/docs/globalcompact/A_RES_70_1_E.pdf
• Wei, X., Lin, L., Meng, N., Tan, W., & Kong, S. C. (2021). The effectiveness of partial pair programming on elementary school students’ computational thinking skills and self-efficacy. Computers & Education, 160, Article 104023. https://doi.org/10.1016/j.compedu.2020.104023
• Wong, G. K. W. (2024). Amplifying children’s computational problem-solving skills: A hybrid-based design for programming education. Education and Information Technologies, 29, 1761-1793. https://doi.org/10.1007/s10639-023-11880-9
• Wu, S.-Y., & Su, Y.-S. (2021). Visual programming environments and computational thinking performance of fifth- and sixth-grade students. Journal of Educational Computing Research, 59(6), 1075-1092. https://doi.org/10.1177/0735633120988807
• Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding 21^st century problem solving in K-12 classrooms. TechTrends, 60, 565-568. https://doi.org/10.1007/s11528-016-0087-7
• Zhang, Y., Luo, R., Zhu, Y., & Yin, Y. (2021). Educational robots improve K-12 students’ computational thinking and STEM attitudes: Systematic review. Journal of Educational Computing Research, 59(7), 1450-1481. https://doi.org/10.1177/0735633121994070
• Zhao, J. H., Yang, Q. F., Lian, L. W., & Wu, X. Y. (2024). Impact of pre-knowledge and engagement in robot-supported collaborative learning through using the ICAPB model. Computers & Education, 217(2), Article 105069. https://doi.org/10.1016/j.compedu.2024.105069

APA

Sáez-López, J.-M., Redondo-Duarte, S., & De Lara-García Cervigón, S. (2026). Educational robotics with interactive and environmental projects using “micro:bit” and “Nezha” in nine primary schools. Eurasia Journal of Mathematics, Science and Technology Education, 22(3), em2802. https://doi.org/10.29333/ejmste/18107

Vancouver

Sáez-López JM, Redondo-Duarte S, De Lara-García Cervigón S. Educational robotics with interactive and environmental projects using “micro:bit” and “Nezha” in nine primary schools. EURASIA J Math Sci Tech Ed. 2026;22(3):em2802. https://doi.org/10.29333/ejmste/18107

AMA

Sáez-López JM, Redondo-Duarte S, De Lara-García Cervigón S. Educational robotics with interactive and environmental projects using “micro:bit” and “Nezha” in nine primary schools. EURASIA J Math Sci Tech Ed. 2026;22(3), em2802. https://doi.org/10.29333/ejmste/18107

Chicago

Sáez-López, José-Manuel, Sara Redondo-Duarte, and Sebastián De Lara-García Cervigón. "Educational robotics with interactive and environmental projects using “micro:bit” and “Nezha” in nine primary schools". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 3 (2026): em2802. https://doi.org/10.29333/ejmste/18107

Harvard

Sáez-López, J.-M., Redondo-Duarte, S., and De Lara-García Cervigón, S. (2026). Educational robotics with interactive and environmental projects using “micro:bit” and “Nezha” in nine primary schools. Eurasia Journal of Mathematics, Science and Technology Education, 22(3), em2802. https://doi.org/10.29333/ejmste/18107

MLA

Sáez-López, José-Manuel et al. "Educational robotics with interactive and environmental projects using “micro:bit” and “Nezha” in nine primary schools". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 3, 2026, em2802. https://doi.org/10.29333/ejmste/18107