The social factors of collaboration in developing computational thinking skills

Abstract

This systematic review aims to investigate the social factors of collaboration in developing computational thinking skills. We searched four databases and identified 26 publications for synthesis analysis. The social factors identified from the literature are gender, partnership, and culture. Results show that the learning process in computational thinking might be a gendered one, but both gender can achieve great learning gains from collaborative learning. A collaborative learning approach may compensate for different gender and prior experiences of learners, which can lead to equitable and equally achievable learning experiences in computational thinking. The current computer culture becomes more welcoming and nurturing to both gender. Findings can yield insights to more effective learning design in facilitating collaborative learning activities of computational thinking.