Studying computational thinking in K-12 education through learning analytics: towards a systematic mapping protocol



The ever-increasing interest of the research community around students’ Computational Thinking (CT), as well as the vast number of related studies that have been produced until today, calls for systematic efforts to summarize the knowledge in the field. This work explores the adaptation of general guidelines for conducting rigorous reviews to the distinct needs of a systematic mapping focusing on studies that assess CT in K-12 education through Learning Analytics (LA). Well-known guidelines for systematic mapping studies were used as the methodological framework and topic-specific issues penetrating CT and LA were explored in order to formulate a topic-informed protocol. Making this protocol publicly available will strengthen the transparency and rigorousness of the systematic mapping in the field of learning technologies.


Computational thinking, learning analytics, systematic mapping, K-12, education

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Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood EducationUniversity of Patras.

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