Technologically-rich computational activities in K–12 education: a systematic review of constructivist and constructionist interventions.
The interest in computing learning activities is continuously increasing, keeping pace with the evolution of educational technologies. This rise in engagement is evident within approaches grounded in constructivism and constructionism, which provide an ideal setting for the spectrum of skills, liter...
| Published in: | Behaviour & Information Technology Vol. 45; no. 2; pp. 197 - 237 |
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| Main Authors: | , |
| Format: | research systematic review tables/charts Journal Article |
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Taylor & Francis Ltd
Feb2026
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191178588&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191178588 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0144929X B6Q jtl: Behaviour & Information Technology issn: 0144929X maglogo: Y pubinfo: dt: Feb2026 vid: 45 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 191178588 185803434 191178588 191178588 10.1080/0144929X.2025.2513569 191178588 ppf: 197 ppct: 40 formats: tig: atl: Technologically-rich computational activities in K–12 education: a systematic review of constructivist and constructionist interventions. aug: au: Possaghi, Isabella Papavlasopoulou, Sofia affil: Norwegian University of Science and Technology, Trondheim, Norway sug: subj: Computers and Computerization Education Artificial Intelligence Schools, Elementary Schools, Middle Schools, Secondary Human Systematic Review Algorithms Computing Methodologies Machine Learning Funding Source ab: The interest in computing learning activities is continuously increasing, keeping pace with the evolution of educational technologies. This rise in engagement is evident within approaches grounded in constructivism and constructionism, which provide an ideal setting for the spectrum of skills, literacies, and competencies that global initiatives capitalise on in K–12 education. Due to recent advancements in technology and societal changes, we are addressing the need for an updated perspective focussed on designing and implementing computational activities. To achieve this, we have analysed forty-six peer-reviewed empirical studies from the last decade to summarise technology-supported learning strategies' current direction and future potential. The main findings describe programming software and IoT as the preferred digital tools, often presented in novel combinations, extensions, and contextualisations. Implementation primarily occurs within the domain of computer science but exhibits a high degree of interdisciplinarity. Furthermore, there is an increase in activities referring to real-life scenarios, encouraging learners to develop computational skills beyond the classroom and expand their digital awareness through interaction with emerging technologies. We leverage these trends and significant patterns by proposing a summary of focal points for future research and practice, with a focus on activity design. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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