Computational thinking, a concept famously articulated by Jeannette Wing in 2006, refers to the ability to formulate and solve problems using models drawn from computer science. It encompasses abstraction, decomposition, generalisation, algorithmic thinking and evaluation, and it has been repeatedly linked to stronger problem-solving, pattern recognition and information selection. Because educational authorities now regard it as an essential competence, teacher educators face a pressing question: how do you cultivate computational thinking in people who will teach three- to six-year-olds, many of whom arrive at university with little or no programming background? The Spanish team behind StoryMat-Robot believed the answer might lie not in code alone, but in stories.

The premise of the project is deceptively simple. A StoryMat-Robot is a playful, interactive narrative starring a robot, which must move through a physical space, typically a mat decorated with settings, characters and obstacles drawn from an adapted story. The narrative must be coherently sequenced, synchronising the plot’s progression with the robot’s trajectory, while the robot overcomes playful challenges tied to the storyline. Participants in the study worked in groups of four or five to produce 38 such proposals, adapting works ranging from Hansel and Gretel, The Three Little Pigs and The Wizard of Oz to animated films such as Ratatouille, Up and Madagascar. Roughly 60 percent of the designs were based on children’s literary texts and 40 percent on films.

What makes the design process cognitively rich is the way it forces several distinct skills to operate simultaneously. Translating a plot into a visual, physical format demands abstraction: students must select the most relevant story elements, represent them graphically as a robot pathway, and adapt characters while preserving their defining traits. Breaking the storyline into narrative sequences, scalable challenges and structured robot movements exercises decomposition. Maintaining aesthetic and stylistic coherence with the original work, whether two-dimensional, three-dimensional or realistic, mirrors generalisation, and segmenting the story into curriculum-aligned educational challenges with clear objectives, feedback and timing draws directly on algorithmic thinking. Layered over all of this are transmedia competences, as students integrate digital resources, augmented reality applications and artificial intelligence tools into their mats.

To evaluate what the finished products revealed about their creators’ thinking, the researchers designed and validated a 24-indicator instrument organised into four dimensions and scored on a four-point rubric, from ‘not at all adequate’ to ‘very adequate’. Three independent raters, including an external researcher, assessed every StoryMat-Robot, achieving strong inter-rater reliability with an intraclass correlation coefficient of 0.874. An exploratory factor analysis confirmed the instrument’s validity, with three factors explaining 64.9 percent of the variance and a high internal consistency of alpha equal to 0.946. Statistical comparisons between literary-based and film-based designs employed the Mann-Whitney U test, complemented by effect sizes and confidence intervals.

The findings were encouraging across the board. Overall adequacy reached moderate-to-high levels, with decomposition scoring highest at 3.36, followed closely by algorithmic thinking at 3.34 and abstraction at 3.26, while generalisation lagged slightly at 2.98. The strongest single feature was the incorporation of educational challenges appropriate for early childhood education, rated at 3.69, suggesting that the trainee teachers excelled at embedding pattern-recognition tasks and age-appropriate problems into their narratives. In one adaptation of The Three Little Pigs, children were asked to select building materials; in the Ratatouille mat, they collected ingredients for the traditional dish. Students also showed a strong ability to adapt characters to the interactive format while preserving the essence of the original stories.

Interesting differences emerged between the two source materials. Designs based on literary texts proved more robust in spatial organisation: the logic of the robot’s pathways, the scaling of challenges, the alignment of tasks with the educational level and the overall mat design all scored significantly higher, likely because short, simple stories such as Hansel and Gretel often contain explicit routes that students could transfer directly onto the mat. Film-based designs, by contrast, were richer in digital integration, scoring higher on the use of artificial intelligence resources, the creation of augmented reality elements aligned with the narrative, the relevance of educational objectives, the functionality of digital tools and the inclusion of assessment procedures. The researchers attribute this to the greater multimodality of audiovisual discourse, which seems to prime designers toward technological enrichment and stronger pedagogical framing.

Not every dimension flourished equally. Generalisation proved the weakest component, and the integration of coding cards explaining the robot’s movement sequences was rated particularly low at 1.90 overall, revealing that trainee teachers struggle to make programming patterns explicit and transferable. The researchers also caution that the statistically significant differences between literary and film-based designs carried small or even negligible effect sizes, meaning neither format is categorically superior. Rather, the near-uniform presence of computational thinking skills across both groups suggests that the co-design process itself, grounded in Design-Based Learning, is the active ingredient. The study’s limitations are acknowledged candidly: it took place in a single institutional context, computational thinking was inferred from products rather than measured directly with pre- and post-tests, and students chose their own source works, a potential confounding factor.

The implications reach beyond one teacher-education classroom. The study reinforces a growing body of evidence that narrative creation, digital storytelling and educational robotics are powerful vehicles for computational thinking, and it demonstrates that these can be fused into a single, pedagogically meaningful activity rather than treated as separate strands. Because the resulting mats are ready-made classroom resources, the benefits flow in two directions: future teachers practise abstraction, decomposition and algorithmic sequencing, while the young children who eventually use the mats encounter the same skills through play. The research team now proposes testing the StoryMat-Robots with actual early childhood pupils aged three to six, to measure their influence on learning, motivation and computational thinking. If those trials succeed, the humble story mat may become a standard fixture in the effort to raise a generation that thinks computationally before it can even write its own name.

Subject of Research: Developing computational thinking in prospective early childhood teachers through robot-based transmedia storytelling design

Article Title: StoryMat-Robot: From Activating Narrative and Transmedia Competences in Prospective Teachers to the Development of Computational Thinking

Article References: StoryMat-Robot: From Activating Narrative and Transmedia Competences in Prospective Teachers to the Development of Computational Thinking. (n.d.). https://doi.org/10.1007/s13158-026-00544-7

Image Credits: AI Generated

DOI: 10.1007/s13158-026-00544-7

Keywords: computational thinking, educational robotics, transmedia storytelling, teacher education, early childhood education, narrative competence, augmented reality, artificial intelligence, algorithmic thinking, abstraction, decomposition, design-based learning

The researchers set out to assess the existing literature and synthesize findings regarding the use of virtual reality in early childhood teacher training. Their review meticulously examined various studies and reports spanning several years, providing a broad overview of the current landscape of VR applications in educational settings. This comprehensive analysis is timely as many educational institutions are in the midst of transitioning towards more technology-integrated curricula.

In their scoping review, the authors emphasize that while traditional teaching methods have their merits, they often fall short of engaging today’s tech-savvy generation of students. Virtual reality presents a powerful alternative that may allow for deeper engagement and experiential learning. VR enables educators to create immersive environments where prospective teachers can interact with various educational scenarios that mimic real-world experiences.

The review sourced a variety of studies showcasing the effectiveness of VR in teacher education, reinforcing the notion that experiential learning is critical, especially in early childhood settings. Prospective teachers who engage in VR training can observe and practice teaching strategies in lifelike settings. This aspect of VR is particularly crucial, given the unique challenges associated with teaching young children, where spontaneity, creativity, and adaptability are paramount.

Moreover, the report delineates specific instances where VR has successfully facilitated teacher training. For example, simulations that allow for the practice of classroom management techniques have been identified as especially beneficial. By donning VR headsets, prospective educators can immerse themselves in virtual classrooms, facing challenges and managing behaviors that they would encounter in real life. This preparatory experience can significantly enhance their readiness for the actual classroom environment.

Another intriguing finding from the review indicates that VR can help bridge the gap between theory and practice for new educators. Traditional educational approaches often focus heavily on theory, which can leave new teachers feeling unprepared when facing real classroom dynamics. However, with VR, educators can visualise, practice, and reflect upon their teaching methods in a safe, controlled environment. This dynamic fosters a deeper understanding of pedagogical principles in practice, empowering teachers to implement what they have learned more effectively once they enter their own classrooms.

Additionally, the emotional and psychological impacts of using VR in teacher education are noteworthy. The review suggests that immersing teachers in virtual environments can enhance their empathy and understanding of diverse learners. Experiencing simulated scenarios involving children with various needs can allow future educators to develop the sensitivities required to address those needs in the classroom. The emotional intelligence gained through these experiences can lead to more compassionate and effective teaching practices.

However, the review does not shy away from discussing the challenges associated with integrating VR into teacher education programs. Permission and access to appropriate technology can often be significant barriers, especially in institutions lacking the necessary financial resources. Moreover, the authors note that thorough training for educators on how to effectively use VR in their teaching practice is crucial. Without proper guidance, the technology can become a distracting gimmick rather than a meaningful educational tool.

Evaluating the long-term impact of VR on teacher education remains an essential consideration. While immediate engagement and excitement around VR can capture attention, suitably measuring its effectiveness in improving teaching outcomes will require ongoing research and follow-up studies. To extend the impact of the review, the authors recommend a systematic approach that allows for an iterative evaluation of VR’s effectiveness in real-world educational contexts over time.

Promoting a culture of collaboration among educators, researchers, and technology developers will also be vital in propelling the integration of VR into teacher education. Partnerships that bring together these parties can lead to innovative solutions and ongoing improvement of the technology and its pedagogical applications.

Furthermore, the review underscores the importance of adaptability in teaching practices, indicating that VR should not be viewed as a one-size-fits-all solution but rather as one of many tools available to enhance teacher education. As the educational landscape continually evolves, so must the methods of training teachers to meet the demands of an ever-changing student population.

In summary, the findings of Papic, Bittner, and Minson’s scoping review illuminate virtual reality’s promising role in the realm of early childhood teacher education. By fostering immersive, interactive experiences, VR has the potential to enhance the preparedness and efficacy of teachers who will play a crucial role in shaping the minds of future generations. As educational institutions consider adopting these innovative technologies, the insights presented in this study provide a vital foundation for a more engaging, effective, and empathetic approach to teacher training.

Aligning with this aim, the authors advocate for continued research and dialogue around the use of virtual reality in education, calling for collective efforts to explore its untapped potential fully. As we look towards the future of education, the fusion of innovative technology and pedagogical practices appears to hold the key to transforming how we train and prepare our educators.

Subject of Research: Virtual Reality in Early Childhood Teacher Education

Article Title: Investigating Virtual Reality as a Resource to Enhance Early Childhood Initial Teacher Education: A Scoping Review

Article References:

Papic, M., Bittner, K. & Minson, V. Investigating Virtual Reality as a Resource to Enhance Early Childhood Initial Teacher Education: A Scoping Review.
Early Childhood Educ J (2025). https://doi.org/10.1007/s10643-025-01942-7

Image Credits: AI Generated

DOI: 10.1007/s10643-025-01942-7

Keywords: Virtual Reality, Teacher Education, Early Childhood Education, Pedagogy, Immersive Learning