Learning to code or coding to learn? A systematic review
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Popat et al. outlined five themes of perceived learning outcomes from CT and programming education: critical thinking, problem-solving, social skills, self-management, and academic knowledge.
“Popat et al. [25] outlined five themes of perceived learning outcomes from CT and programming education: critical thinking, problem-solving, social skills, self-management, and academic knowledge.”
From Fostering computational thinking in young students through student generated challenges in tangible mobile augmented reality games (2025) · cites this paper as [25]
Cited by
Sorted by citations
Studying the effect of AI Code Generators on Supporting Novice Learners in Introductory Programming
Kazemitabaar, M., Chow, J., Ma, C. K. T., Ericson, B. J., Weintrop, D., & Grossman, T. (2023) · Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3544548.3580919 · Cited by 366 · see citing works
“Computing is now being integrated into K-12 education of many countries [67, 90].”
Tsai, C.-W., Lin, M. Y.-C., Cheng, Y.-P., Lee, L.-Y., Chyr, W.-L., Lin, C.-H., Lin, J.-W., & Tsai, M.-C. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104849 · Cited by 25 · see citing works
Gardeli, A., & Vosinakis, S. (2025) · Discover Education · doi:10.1007/s44217-025-00899-4 · Cited by 3 · see citing works
Chapter 1: Problem-based learning: A 21st-century teaching and learning strategy
Research Unit Self-Directed Learning, F. O. E., Golightly, A., Sebatana, M. J., & School of Mathematics, S. A. T. E. (2023) · NWU Self-Directed Learning Series · doi:10.4102/aosis.2023.bk409.01 · Cited by 1 · see citing works
Wu, M., & Ouyang, F. (2026) · Educational Psychology Review · doi:10.1007/s10648-026-10211-x
- Authors
- Popat, S., & Starkey, L.
- Affiliations
- Victoria University of Wellington (NZ)
- Corresponding author
- Starkey, Louise
- ORCID
- Starkey, Louise
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2019-01
- Volume
- 128
- Pages
- 365-376
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2897616367
- Cited by
- 260
- References
- 0
- Citations by year
- 2026: 25 · 2025: 39 · 2024: 46 · 2023: 46 · 2022: 42 · 2021: 30 · 2020: 19 · 2019: 13
- FWCI
- 2.52
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Physical Sciences › Computer Science › Artificial Intelligence › Educational Robotics and Engineering
- Social Sciences › Gender Studies › Gender and Technology in Education
- Keywords
- programming education, computer programming in schools, educational outcomes, mathematical problem solving, critical thinking, social skills, self-management, academic skills, instructional design, computational thinking
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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