The Affective, Cognitive, and Cultural Dimensions of Engagement with Computational Thinking and Emerging Technologies

Dear Colleagues,

This proposal seeks to establish a Special Issue that will serve as an interdisciplinary platform to explore how affective, cognitive, and cultural factors shape our engagement with computational thinking (CT), computing and digital literacies (CDL), and emerging technologies. This Special Issue examines how individuals and communities approach, learn, and apply these skills and tools, while investigating strategies that foster equitable and meaningful engagement across diverse populations. Importantly, this Special Issue emphasizes that CT, CDL, and emerging technologies all extend beyond a specific skillset or tool; rather, they serve as fundamental frameworks for problem-solving in diverse contexts.

In today's rapidly evolving technological ecosystem, where AI and AI-supported tools like Large Language Models (LLMs) are becoming increasingly integrated into daily life, CT remains a fundamental component of effective problem-solving. Traditional CT skills—decomposition, pattern recognition, abstraction, and algorithmic thinking—are essential for navigating a variety of contexts, from programming and technological advancement to broader, complex challenges. The value of CT, thus, extends beyond coding and technology, serving as a universal framework that empowers individuals to tackle challenges across diverse domains—from social issues and education to business, civic engagement, and everyday life. The rapid advancement of emerging technologies, including AI, has led to our engagement with CT evolving, while its fundamental importance remains.

To make this engagement accessible and impactful for all, we must consider how human elements shape our interaction with these technologies. Cultural, socioeconomic, and linguistic differences influence how individuals approach computational problem-solving. Psychological factors such as affect (emotions), cognition (thought processes), and motivation may play essential roles in how people develop and apply CT skills and leverage emerging technologies. Understanding these dynamics is crucial for teaching and applying these frameworks effectively in our diverse, technology-enhanced world.

Rationale

While CT continues to be promoted as a foundational skill, much of the existing research emphasizes its technical and structural aspects, often overlooking the critical roles of affective, cognitive, and cultural and other contextual factors in its development and application. This gap is particularly disconcerting as digital technologies evolve, giving rise to new forms of engagement in the wider context of CDL, such as those involving AI-supported tools and large language models (LLMs). These innovations transform how we engage with computational concepts and problem-solving.

As CT and CDL, along with new digital and AI-supported tools, become increasingly central to 21st-century skills, addressing these human-centered dimensions becomes essential. A more holistic understanding of engagement is needed to ensure these technologies and frameworks are accessible and effective for individuals from all backgrounds. For example, the growing pervasiveness of AI, LLMs, and other emerging technologies may introduce new layers to computational processes, influencing how individuals approach problem-solving both within and beyond technological frameworks. For example, how does the ability to generate code using an LLM affect a person's motivation to learn CT? How do cultural perspectives on artificial intelligence influence its adoption?

This Special Issue will examine how emotional, cognitive, and cultural influences shape engagement with CT, CDL, and emerging technologies as a whole. By understanding these dynamics, we can better guide the development of pedagogical approaches and technological designs that prepare both future tech innovators and engaged citizens who use these frameworks to solve real-world, non-technical challenges.

Focus and Scope

This Special Issue invites contributions examining the human dimensions of engagement with computational thinking and emerging technologies. We welcome various submission types, from empirical studies to theoretical frameworks. The foci may include, but are not limited to the following:

• Affective Dimensions of Engagement: How do emotional responses influence engagement with computational thinking and emerging technologies across different contexts and learning environments? This area explores how affective factors impact the development and application of CT, CDL, and other digital competencies.
• Affective and/or Cognitive Processes in Human-Technology Interaction: What affective and/or cognitive processes underpin effective engagement with CT, CDL, AI, and other emerging technologies? This topic may, among others, examine how core processes like problem decomposition, pattern recognition, and algorithm design operate in different situations, including both digital and non-digital problem-solving environments.
• Cultural and Identity-Based Perspectives: How do cultural and identity factors influence engagement with CT and emerging technologies across different communities and contexts? This area examines how different communities approach and apply these tools and frameworks, and how to ensure that approaches remain culturally responsive and inclusive.
• Applications in Diverse Problem-Solving Contexts: How can computational thinking and emerging technologies serve as foundational skillsets for solving real-world problems across various domains? This area focuses on the application of these principles in fields such as education, business, healthcare, and civic engagement.
• The Influence of Emerging Technologies on Thinking and Problem-Solving: How do new tools and platforms, including AI and LLMs, influence thinking and problem-solving practices? This area welcomes explorations of how these technologies affect human cognition, ethics, and the responsible integration of new tools.

Proposed Contributions and Impact

This Special Issue will lay the groundwork for a holistic approach to understanding engagement with technology, reaching beyond traditional educational contexts to include community engagement, personal development, and lifelong learning. By investigating engagement from affective, cognitive, cultural, and technological angles, research disseminated through this Special Issue aims to make CT, CDL, and emerging technologies more accessible, equitable, and meaningful for people from all backgrounds.

The insights gained will help inform strategies for cultivating skills that not only equip future tech leaders with essential competencies but also empower individuals to address complex, real-world problems. This volume will serve as a resource for those striving to make digital engagement both inclusive and impactful, ensuring that individuals from all demographics have the opportunity to thrive in a world where digital literacy and computational skills are foundational.

Dr. Daisuke Akiba
Dr. Julie M. Albright
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• affective computing
• computational thinking
• computing and digital literacies
• digital literacy
• culturally responsive computing education
• equity in technology
• inclusive STEM education
• STEM equity