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STEAM Literacy and Computational Thinking in the Digital Era

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A special issue of Computers (ISSN 2073-431X).

Deadline for manuscript submissions: 31 July 2026 | Viewed by 19094

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Editors

Prof. Dr. Michail Kalogiannakis

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Guest Editor

Department of Special Education, University of Thessaly, Argonafton & Filellinon, 38221 Volos, Greece
Interests: quantitative methods in science education; the integration of digital technologies (e.g., gamification, mobile learning); assessment in STEM education; the application of artificial intelligence in science teaching
Special Issues, Collections and Topics in MDPI journals

Dr. Kalliopi Kanaki

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Guest Editor

Department of Preschool Education, University of Crete, Rethymnon, Greece
Interests: environmental studies; computational thinking; computer programming; robotics, mobile learning; artificial intelligence and STE(A)M education

Special Issue Information

Dear Colleagues,

The advent of the digital era has transformed the educational system. Today’s students are tech-savvy and keen to explore digital worlds. To meet the needs and demands of Generation Z, formal and informal educational contexts have been reshaped, incorporating cutting-edge digital technologies into everyday learning activities. Cultivating digital literacy and computational thinking by exploiting plugged-in or unplugged educational practices is essential for equipping students with the expertise necessary for the current job market. Concurrently, providing high-quality multidisciplinary STE(A)M education is not only an educational imperative but also a requirement in modern societies, ensuring that students become informed and capable citizens of the 21st century who have the potential to confront contemporary socioeconomic and environmental challenges.

This Special Issue of Computers aims to reflect contemporary research trends in the field of "STEAM Literacy and Computational Thinking in the Digital Era". The scope of this Special Issue includes, but is not limited to, the following topics: STE(A)M practices at all educational levels; cultivating and assessing computational thinking and digital literacy; artificial intelligence in modern education; educational robotics; virtual reality; augmented reality; gamification; educational simulations; mobile learning; plugged-in or unplugged educational practices in formal or informal educational contexts; teacher training; and the analysis of textbooks, school programs, and curricula.

Prof. Dr. Michail Kalogiannakis
Dr. Kalliopi Kanaki
Guest Editors

Manuscript Submission Information

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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-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Computers 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 1800 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.

Keywords

digital literacy
computational thinking
STE(A)M education
generation Z
educational technologies
artificial intelligence in education
educational robotics
gamification
virtual and augmented reality
unplugged educational practices
mobile learning

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Published Papers (9 papers)

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Research

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29 pages, 1513 KB

Open AccessArticle

Peaks and Plateaus: A Conceptual System Dynamics Framework for AI-Enabled Educational Robotics Adoption, with Evidence from Romania

by Răzvan Bologa, Andrei Toma, Corina-Marina Mirea, Dimitrie-Daniel Plăcintă, Aura Elena Grigorescu, Iulian Întorsureanu, Dragoș-Marcel Vespan, Alina-Mihaela Ion, Lorena Bătăgan and Sergiu Costan

Computers 2026, 15(6), 385; https://doi.org/10.3390/computers15060385 - 15 Jun 2026

Viewed by 626

Abstract

This article examines the medium to long-term enrollment patterns of an AI-based platform designed to support children in learning robotics and participating in a national robotics competition in Romania. Drawing on registration and participation data covering students and teachers across urban and rural schools between 2020 and 2025, the study documents a consistent pattern: an initial period of high enrollment and rapid adoption followed by a steady decline over time. A key feature of the initiative is that hardware, platform access, and learning resources were provided entirely free of charge, allowing cost-related explanations for the decline to be set aside and structural and human factors to be examined directly. The paper makes two primary contributions. First, it proposes a System Dynamics framework grounded in innovation diffusion theory as a first-generation calibration model for understanding AI-enabled educational robotics adoption in a resource-constrained national context. The model is designed to be progressively tested and refined as anonymized aggregate data accumulates, and it relies exclusively on anonymized aggregated public data in accordance with GDPR requirements. Second, it advances the hypothesis that an AI-based educational platform, even one from which all financial barriers have been removed, will experience sustained enrollment decline in the absence of adequate human teacher involvement. The empirical trajectory and model outputs are consistent with this hypothesis and motivate further investigation. This represents a hypothesis-generating and framework-building paper. The framework reveals pronounced urban-rural disparities and differential outcomes by age of entry. All findings are presented as model-generated hypotheses rather than empirically demonstrated conclusions. The paper invites researchers gathering comparable data from similar initiatives in other countries to collaborate in testing and refining the model. The central conclusion is cautiously optimistic: AI may support robotics education adoption, but it is not a substitute for dedicated teachers, and without sustained investment in human capital, even a financially accessible platform is insufficient to maintain long-term enrollments. Full article

(This article belongs to the Special Issue STEAM Literacy and Computational Thinking in the Digital Era)

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17 pages, 311 KB

Open AccessArticle

Instructional Mediation for Equitable Computational Thinking in STEAM Learning Across Diverse School Contexts

by Jesennia Cárdenas-Cobo, Moyra Castro-Paredes, Rodrigo Saens-Navarrete, Claudia de la Fuente-Burdiles and Cristian Vidal-Silva

Computers 2026, 15(4), 237; https://doi.org/10.3390/computers15040237 - 12 Apr 2026

Viewed by 700

Abstract

Guaranteeing equitable access to computational thinking (CT) remains a persistent challenge in computing education, particularly across socioeconomically diverse school contexts. Although prior research has demonstrated the effectiveness of block-based and physical computing environments, limited empirical evidence has examined whether structured instructional mediation can compensate for contextual disparities. This quasi-experimental pre–post study addresses this gap by analyzing CT development in three socioeconomically diverse primary schools in Chile (

N = 88

, third grade), including private urban, public urban, and rural public institutions. Students engaged in scaffolded Scratch programming and Arduino simulation activities designed to explicitly support abstraction, sequencing, and debugging processes. These activities were framed within a broader STEAM learning approach, integrating computational thinking with problem-solving, experimentation, and interdisciplinary reasoning. Statistical analysis revealed significant differences in instructional time across contexts (

F (2, 85) = 14.62

p < 0.001

η^{2} = 0.26

), indicating structural disparities in pacing. However, no statistically significant differences were observed in CT gains (

F (2, 85) = 0.31

p = 0.74

), suggesting that structured pedagogical scaffolding buffered contextual inequalities. These findings provide empirical evidence from a Latin American non-WEIRD context and advance the conceptualization of instructional mediation as a compensatory mechanism for equity in early computing education. This study contributes to digital equity research by demonstrating that instructional design quality may play a more decisive role than infrastructural availability in enabling computational thinking development for all learners. Full article

(This article belongs to the Special Issue STEAM Literacy and Computational Thinking in the Digital Era)

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22 pages, 472 KB

Open AccessArticle

Development and Validation of the Computational Thinking Assessment Tool DACT

by Emmanouil Poulakis, Panagiotis Politis and Petros Roussos

Computers 2026, 15(3), 165; https://doi.org/10.3390/computers15030165 - 4 Mar 2026

Viewed by 1050

Abstract

Although computational thinking (CT) has attracted researchers’ and educators’ interest for the last 20 years, resulting in new educational approaches and reformation of curricula, more research work needs to be performed, especially in the field of CT assessment. Taking this need into consideration, this article describes the development of a new CT assessment tool. The DACT CT assessment tool is developed based on CT literature, taking into consideration six basic CT dimensions. Initially, 90 CT assessment tasks are created, which are examined and reformed through a pilot study. The main research consists of an extensive study (521 students), which has resulted in the construction of the DACT CT assessment tool through continuous monitoring of Cronbach’s α, consisting of 36 final tasks. DACT is disengaged from programming, does not require a specific programming language as it uses its own micro-world, is cross-platform and can be administered online or in paper format mode, supported by an administering protocol. This article also discusses the validation process of the DACT and argues on several validation checks, such as face validity, criterion validity and concurrent validity. This work has the ambition to provide a new, useful CT assessment tool to the scientific community. Full article

(This article belongs to the Special Issue STEAM Literacy and Computational Thinking in the Digital Era)

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31 pages, 2918 KB

Open AccessArticle

Integrating Digital Technologies into STEM Physics for Adult Learners: A Comparative Study in Second Chance Schools

by Despina Radiopoulou, Denis Vavougios and Paraskevi Zacharia

Computers 2026, 15(2), 94; https://doi.org/10.3390/computers15020094 - 1 Feb 2026

Viewed by 1474

Abstract

This study explores how integrating digital technologies into STEM-based physics instruction can transform learning outcomes for adult learners in Greek Second Chance Schools, which provide educational opportunities for adults over 18 who have not completed compulsory education. In a comparative design, participants were divided into two groups: the experimental group experienced an innovative STEM approach, combining educational robotics, mobile sensing, and 3D printing within the Biological Sciences Curriculum Study (BSCS) 5E Instructional Model; the control group received enriched lecture-based instruction. Learning gains were measured using a rigorously developed, psychometrically validated multiple-choice physics test administered before and after the intervention. Results reveal that adults exposed to technology-enhanced STEM lessons achieved statistically significant improvements, outperforming their peers in the lecture-based group, who showed no measurable progress. Notably, these gains were consistent across gender and age. The findings highlight the transformative potential of digital technologies and learner-centered STEM pedagogies in alternative education settings, offering new directions for adult education and lifelong learning. Full article

(This article belongs to the Special Issue STEAM Literacy and Computational Thinking in the Digital Era)

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15 pages, 544 KB

Open AccessArticle

Preparation for Inclusive and Technology-Enhanced Pedagogy: A Cluster Analysis of Secondary Special Education Teachers

by Evaggelos Foykas, Eleftheria Beazidou, Natassa Raikou and Nikolaos C. Zygouris

Computers 2026, 15(1), 42; https://doi.org/10.3390/computers15010042 - 9 Jan 2026

Viewed by 985

Abstract

This study examines the profiles of secondary special education teachers regarding their readiness for inclusive teaching, with technology-enhanced practices operationalized through participation in STEAM-related professional development. A total of 323 teachers from vocational high schools and integration classes participated. Four indicators of professional preparation were assessed: years of teaching experience, formal STEAM training, exposure to students with special educational needs (SEN), and perceived success in inclusive teaching, operationalized as self-reported competence in adaptive instruction, classroom management, positive attitudes toward inclusion, and collaborative engagement. Cluster analysis revealed three distinct teacher profiles: less experienced teachers with moderate perceived success and limited exposure to students with SEN; well-prepared teachers with high levels across all indicators; and highly experienced teachers with lower STEAM training and perceived success. These findings underscore the need for targeted professional development that integrates inclusive and technology-enhanced pedagogy through STEAM and is tailored to teachers’ experience levels. By integrating inclusive readiness, STEAM-related preparation, and technology-enhanced pedagogy within a person-centered profiling approach, this study offers actionable teacher profiles to inform differentiated professional development in secondary special education. Full article

(This article belongs to the Special Issue STEAM Literacy and Computational Thinking in the Digital Era)

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35 pages, 8683 KB

Open AccessEditor’s ChoiceArticle

Teaching Machine Learning to Undergraduate Electrical Engineering Students

by Gerald Fudge, Anika Rimu, William Zorn, July Ringle and Cody Barnett

Computers 2025, 14(11), 465; https://doi.org/10.3390/computers14110465 - 28 Oct 2025

Viewed by 2009

Abstract

Proficiency in machine learning (ML) and the associated computational math foundations have become critical skills for engineers. Required areas of proficiency include the ability to use available ML tools and the ability to develop new tools to solve engineering problems. Engineers also need to be proficient in using generative artificial intelligence (AI) tools in a variety of contexts, including as an aid to learning, research, writing, and code generation. Using these tools properly requires a solid understanding of the associated computational math foundation. Without this foundation, engineers will struggle with developing new tools and can easily misuse available ML/AI tools, leading to poorly designed systems that are suboptimal or even harmful to society. Teaching (and learning) these skills can be difficult due to the breadth of skills required. One contribution of this paper is that it approaches teaching this topic within an industrial engineering human factors framework. Another contribution is the detailed case study narrative describing specific pedagogical challenges, including implementation of teaching strategies (successful and unsuccessful), recent observed trends in generative AI, and student perspectives on learning this topic. Although the primary methodology is anecdotal, we also include empirical data in support of anecdotal results. Full article

(This article belongs to the Special Issue STEAM Literacy and Computational Thinking in the Digital Era)

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32 pages, 1923 KB

Open AccessEditor’s ChoiceArticle

Narrative-Driven Digital Gamification for Motivation and Presence: Preservice Teachers’ Experiences in a Science Education Course

by Gregorio Jiménez-Valverde, Noëlle Fabre-Mitjans and Gerard Guimerà-Ballesta

Computers 2025, 14(9), 384; https://doi.org/10.3390/computers14090384 - 14 Sep 2025

Cited by 6 | Viewed by 5957

Abstract

This mixed-methods study investigated how a personalized, narrative-integrated digital gamification framework (with FantasyClass) was associated with motivation and presence among preservice elementary teachers in a science education course. The intervention combined HEXAD-informed personalization (aligning game elements with player types) with a branching storyworld, teacher-directed AI-generated narrative emails, and multimodal cues (visuals, music, scent) to scaffold presence alongside autonomy, competence, and relatedness. Thirty-four students participated in a one-group posttest design, completing an adapted 21-item PENS questionnaire and responding to two open-ended prompts. Results, which are exploratory and not intended for broad generalization or causal inference, indicated high self-reported competence and autonomy, positive but more variable relatedness, and strong presence/immersion. Subscale correlations showed that Competence covaried with Autonomy and Relatedness, while Presence/Immersion was positively associated with all other subscales, suggesting that presence may act as a motivational conduit. Thematic analysis portrayed students as active decision-makers within the narrative, linking consequential choices, visible progress, and team-based goals to agency, effectiveness, and social connection. Additional themes included coherence and organization, fun and enjoyment, novelty, extrinsic incentives, and perceived professional transferability. Overall, findings suggest that narrative presence, when coupled with player-aligned game elements, can foster engagement and motivation in STEM-oriented teacher education. Full article

(This article belongs to the Special Issue STEAM Literacy and Computational Thinking in the Digital Era)

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19 pages, 1153 KB

Open AccessArticle

ChatGPT in Early Childhood Science Education: Can It Offer Innovative Effective Solutions to Overcome Challenges?

by Mustafa Uğraş, Zehra Çakır, Georgios Zacharis and Michail Kalogiannakis

Computers 2025, 14(9), 368; https://doi.org/10.3390/computers14090368 - 3 Sep 2025

Cited by 5 | Viewed by 4226

Abstract

This study explores the potential of ChatGPT to address challenges in Early Childhood Science Education (ECSE) from the perspective of educators. A qualitative case study was conducted with 33 Early Childhood Education (ECE) teachers in Türkiye, using semi-structured interviews. Data were analyzed through content analysis with MAXQDA 24 software. The results indicate that ECE teachers perceive ChatGPT as a partial solution to the scarcity of educational resources, appreciating its ability to propose alternative material uses and creative activity ideas. Participants also recognized its potential to support differentiated instruction by suggesting activities tailored to children’s developmental needs. Furthermore, ChatGPT was seen as a useful tool for generating lesson plans and activity options, although concerns were expressed that overreliance on the tool might undermine teachers’ pedagogical skills. Additional limitations highlighted include dependence on technology, restricted access to digital tools, diminished interpersonal interactions, risks of misinformation, and ethical concerns. Overall, while educators acknowledged ChatGPT’s usefulness in supporting ECSE, they emphasized that its integration into teaching practice should be cautious and balanced, considering both its educational benefits and its limitations. Full article

(This article belongs to the Special Issue STEAM Literacy and Computational Thinking in the Digital Era)

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21 pages, 3620 KB

Open AccessReview

Serious Games in Science Education: A Systematic Bibliometric and Content Analysis

by Deniz Poyraz Gök and Nuri Kara

Computers 2026, 15(6), 330; https://doi.org/10.3390/computers15060330 - 22 May 2026

Viewed by 503

Abstract

This study examines recent research trends in the use of serious games for science education through a bibliometric analysis of 340 articles and a qualitative content analysis of 56 studies published between 2020 and 2025 in the Web of Science Core Collection. By combining these approaches, the study provides a comprehensive view of both research patterns and how serious games are designed and used in science education. The findings indicate that the field is maturing, with research moving beyond general effectiveness toward understanding how serious games support learning in different contexts. Most studies report positive effects compared to traditional instructional methods. However, results vary across contexts and depend on factors such as design, implementation, and learner characteristics. Research is mainly focused on higher education and is largely driven by leading countries such as the USA and China, although participation from developing countries is increasing. The growing use of immersive technologies, such as augmented and virtual reality, offers new opportunities for interactive and multimodal learning but may also increase cognitive load in certain contexts. There is also growing interest in non-digital games, which have received limited attention despite their effectiveness. Overall, the findings show that more systematic research and clearer design frameworks are needed to better understand how serious games can be used in science education. Full article

(This article belongs to the Special Issue STEAM Literacy and Computational Thinking in the Digital Era)

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