Can Programming Really Promote Individual Development of Children? A Meta-analysis on 28 Experimental and Quasi-experimental Studies

Abstract

As a basic skill of children facing the future, adapting to the future, and transforming the future, programming has continuously received attention from all walks of life. Scholars have carried out a great deal of experimental and quasi-experimental research, but the results of the research differ. To respond to the topic “whether children's programming promotes children's individual development”, a study from Journal of East China Normal University (Education Science Edition) adopted a meta-analysis method to conduct empirical research on the influence of programming on individual development by reviewing 28 independent studies and 74 effect sizes that can be used for analysis.