Abstract
STEM enrichment programs have become increasingly important as they provide opportunities for pupils to engage with computer science concepts beyond the classroom, fostering motivation, and problem-solving. Accordingly, research has focused on their impact on cognitive and psychological factors (e.g., Chiang et al., 2022). Following prior work (e.g., Zindel, 2022), computational thinking is viewed as distinct from programming, encompassing problem-solving in learning of mathematics and computer science.
This study examines the impact of the enrichment program iCAMPs at the University of Teacher Education of Graubünden (PHGR), Switzerland, on students’ cognitive and psychological development. It addresses two questions: (1) whether iCAMPs influences students’ performance, particularly in computational thinking, and (2) whether it affects attribution patterns, interests, self-efficacy, and self-concept in computer science.
Methodology
The sample consisted of 63 students (grades 3-9) who enrolled in the program iCAMPs. Parental consent was obtained for 54 participants. During the four-day camp in August 2025, pupils were grouped into three levels based on prior experience with robotics and programming. Level 1 (N=14) included beginners with no prior experience, while Levels 2 and 3 (N=40) included students with previous exposure through earlier iCAMPs, school activities, or independent learning.
During iCAMPs, participants engaged in hands-on robotics and programming activities designed to foster computational thinking. Tasks were adapted to participants’ prior knowledge and experience. For Level 3 we cooperated with the ETH-Professuor “Algorithms and Didactics”.
Participants completed a pretest at the start, and a posttest at the end of the program. Level 1 completed 10 multiple-choice tasks (see Figure 2, left) assessing computational thinking, adapted from Biber Spielkarten (EducaTec AG, 2026, link). Psychological measures were not included due to reading demands. Levels 2 & 3 completed validated scales on psychological constructs (e.g., Benölken, 2013; Geitel, 2020), addressing interest (2 scales, Cronbach’s ), self-efficacy (1 scale, Cronbach’s ), self-concept (2 scales, Cronbach’s ), and attribution patterns (2 scales). Moreover, they completed 10 multiple-choice tasks (see Figure 2, right) evaluating their computational thinking skills (Cronbach’s ), taken from Serafini (2025).
Results
A paired-samples t-test is used when you compare two measurements from the same group of participants. Level 1 showed no change in computational thinking from pretest to posttest, . For Levels 2 and 3, a significant positive improvement in computational thinking was observed from pretest to posttest, , although the effect size was small ( ). In terms of psychological constructs, both self-concept and self-efficacy showed positive significant increases, . The effect size was moderate for self-concept ( ) and small for self-efficacy ( ). No significant changes were observed for the other psychological factors.
Discussion
The findings indicate that the program iCAMPs had a selective impact. Beginners (Level 1) showed no improvement, while more experienced pupils (Levels 2 and 3) achieved significant gains in computational thinking, suggesting the program benefits those with foundational skills to build more on their prior knowledge. It also enhanced self-concept and self-efficacy, boosting pupils’ confidence, suggesting that participation may strengthen pupils’ confidence in their abilities. Overall, the enrichment program iCAMPs supports cognitive and motivational development mainly for experienced learners and may need adjustment to better support beginners and broader attitudinal outcomes.
Literature
Benölken, R. (2013). Geschlechtsspezifische Besonderheiten in der Entwicklung mathematischer Begabungen. Forschungsergebnisse und praktische Konsequenzen, Mathematica didactica, 36, 66–96.
Chiang, FK., Zhang, Y., Zhu, D. et al. (2022). The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value. Journal of Science Education and Technology, 31, 461–472. https://doi.org/10.1007/s10956-022-09967-y
EducaTec AG (2026). Biber Spielkarten, 7–10 Jahre, Deutsch: Informatikaufgaben zur Förderung algorithmischen Denkens. Retrieved from https://www.educatec.ch/Biber-Spielkarten-7-10-Jahre-Deutsch/BEBRAS-DE
Geitel, L. (2020). Zur ausserschulischen Förderung mathematisch interessierter Schülerinnen und Schüler in Thüringen. Jena: Friedrich-Schiller-Universität.
Serafini, G. (2025). Promoting Algorithmic Thinking and Mathematical Word-Problem Solving in Computer Science Classes, Doctoral Thesis, ETH Zurich, 2025. https://doi.org/10.3929/ethz-b-000731629
Zindel, C (2022). Developing algorithmic thinking without programming by designing instructions for encryption. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bozen-Bolzano, Italy ⟨hal-03748497⟩.