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Strengthening Computational Thinking in Engineering Education: Results of a Diagnostic Assessment

10.24050/reia.v22i44.1847
Published 2025-07-17
Articles

Abstract

Computational Thinking (CT) has become essential in multiple fields, including engineering, for its ability to solve problems systematically. Despite its importance, its explicit integration into engineering curricula remains limited. This study evaluates the PC level in engineering students of the Institución Universitaria Salazar y Herrera (IUSH) and the Universidad Nacional de Colombia, Medellín (UNAL), to understand its development during university education.
Regarding the materials and methods, the Moodle platform was used to administer a PC test designed with 17 exercises of different difficulty levels. A total of 1,559 students participated, grouped into levels of academic progress (Basic, Intermediate, Advanced). Security measures were employed to ensure the integrity of the assessment and additional software was developed in the Python programming language to analyze the results.
The data collected showed variations in student performance in the six pillars of CP (Decomposition, Abstraction, Algorithms, Modeling and simulation, Pattern recognition, and Evaluation). Areas of strength and weakness were identified, highlighting the need for more effective and personalized pedagogical interventions. The results suggest that, although students show competencies in certain aspects of CP, there are specific areas that require more attention. The implementation of hands-on workshops proved to be beneficial in improving PC performance among Basic level students.
Finally, this study highlights the importance of explicitly integrating CP into engineering programs. It proposes strategies to improve PC teaching and suggests areas for future research in computer science education.

Keywords

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Authors

  • María Eugenia González Pérez

    Colombia

  • Juan Diego Giraldo Gómez

    España

  • Manuel Andrés Delgado Quiceno

    Sede Medellín

References

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