The Effects of Educational Robotics and Unplugged Coding on Preschoolers’ Cognitive and Coding Skills: A Pilot Study

Computational thinking, defined as a set of cognitive processes involved in problem solving through the application of methods and tools derived from computer science, is increasingly recognized as a key competence for fostering problem-solving skills. Recent research suggests that the development of computational thinking during the school years has beneficial effects not only on digital and programming-related skills, but also on broader domains of cognitive functioning, including visuospatial abilities and executive functions. Despite growing scientific interest, experimental studies examining the effectiveness of different instructional approaches to computational thinking in preschool populations remain limited. This developmental period is characterized by heightened neural plasticity and represents a critical window for the acquisition of foundational cognitive skills. This gap in the literature is particularly relevant, given evidence indicating that early and targeted educational interventions can produce significant and long-lasting effects on cognitive development. The present pilot study aimed to evaluate the effectiveness of two types of training — Educational Robotics and unplugged coding — in fostering coding, inhibition and visuo-spatial skills in preschool children. The study was designed as a randomized controlled trial and involved 25 five-year-old children, who were randomly assigned to the experimental conditions. A waitlist control group was also included and received the intervention at the end of the project. The study consisted of three phases: a pre-test assessment (T1), an eight-session training period, and a post-test assessment (T2). During the pre- and post-test phases, participants were administered tasks assessing coding skills, visuospatial abilities (Spatial Relations subtest of PMA), and inhibitory control (Inhibition subtest - NEPSY-II).