Computational thinking (CT) has been recognized as a collection of understandings and skills required for new generations of students not only proficient at using tools, but also at creating them and understanding the implication of their capabilities and limitations.The objective of this research was to develop a module of solved problems for the development of CT in first-year computer engineering students at the University of Cienfuegos, Cuba. Students depend on current research to understand the definition, function, and culture of CT and to consider how it can improve their analytical and critical skills. A contextualized definition of the CT method is proposed as a cognitive process executed by humans to solve problems using computational concepts. This method improves CT in terms of decomposition, pattern recognition, algorithm design, abstraction, data representation, problem decomposition, algorithmic thinking, and generalization of patterns, simulation and evaluation. The research carried out is an experimental design with a pretest and a posttest, with a control group and an experimental group to which the intervention was applied, both with 18 students. This article describes a study developing and incorporating CT modules and assessing their effect on the comprehension of CT principles by preservation teachers as well as their computing attitude. The results show that the implementation of analytical thought in education courses will successfully affect the comprehension of CT principles by preservice students.

The Development of Computational Thinking skills in elementary school students can be done through different activities, with or without the use of computers or technological devices. In this sense, the use of programmable robots brings many of the advantages of educational robotics for teaching fundamental aspects of Computing. This paper describes an educational intervention that evaluates the use of four educational robot models to improve Computational Thinking with primary school students in the Huancavelica region in Peru, South America. This Peruvian region is known for its low human development rates, where the population still faces some important barriers regarding access to education and technology. The study was conducted with 6 to 13 years-old children for four weeks. Computational Thinking was evaluated using computational concepts like sequences, cycles, events, parallelism, conditionals, operators, and data manipulation. The evaluation results showed that children preferred robots that have more interaction, connectivity, and programming features, and they could contribute significantly to the development of Computational Thinking skills.

The research aims to determine the relationship between the tendency to academic procrastination and the motivational attributions of achievement in students of the seventh cycle of the EBR of the province of Arequipa. The research is divided into two, first the adaptation and validation of the General Achievement Attribution Motivation Scale (EAML-G) of Durán-Aponte and Pujol ( 2013) to a secondary level student population, for this, the data are collected from a sample of 72 students, of which 35 were women and 37 men between 15 and 17 years old; the items for the new population were modified; The results show that the adapted General Achievement Motivation Scale (EAML-G) is valid and reliable to identify the causal attributions of general performance in secondary level students. The second research was focused on determining the relationship itself, for this the analysis was made in a representative sample of 677 students, aged between 14 and 19 years, with an average of 15.78 years, of which 476 were male and 201 women, it was found that procrastination is inversely related to the attributions to the interest, capacity, characteristics of the task and teacher evaluation, likewise, the relationship between Academic Procrastination and age is fragile.

Educative Robotics (ER) enhances the quality science learning in a playful way and so improves student interest on technology, creative activities and interdisciplinary abilities in problem solving. ER has become a reality in different schools around the world at different education levels. This process, which started with the research development within universities, has made it possible for schools of all educational levels to use robotic to diversifying the process of knowledge construction. In Brazil, through the means of programs of introduction to information and communication technologies, ER has gradually been introduced in both private and public schools. This paper discusses the process of using robotic in elementary school (first nine years of education) in public institutions in which students and teachers have learned how to use the technology and how to integrate it in the school curriculum.

In the field of computers in education, educational digital games have potential to involve more issues of motivation and involvement, considering their possibilities for higher level of interaction and engagement. However, years of research have shown that the impact of educational games is lower than expected, especially the difficulty to adapt them to different educational contexts, such as with different educational, linguistic, cultural and social aspects. In that sense, this article presents an open perspective on the development of educational games, emphasizing the challenges related to their development and their effective potential for use in education, proposing that they be designed as Open Educational Resources (OER). From this perspective, it is expected to support communities that would aggregate developers (programmers, game designers, media producers, etc.) and users (teachers and students) so they can work collaboratively in creating educational games in an open way.