On the applicability of Bloom’s taxonomy and teacher digital competencies for learning how to code in primary schools

Abstract

This paper investigates the effectiveness of game-based learning and gamification in teaching coding to primary school students. The paper also examines how teachers’ implementation of coding subjects in low grades in primary schools can be supported. The study is motivated by the fact that most primary teachers lack computing backgrounds and may struggle to integrate coding effectively. To address this, a pilot study was conducted in six primary schools in North Macedonia to evaluate a proposed approach for teaching coding using game-based learning and gamification. In addition, the study investigates whether Bloom's taxonomy is suitable for evaluating the learning outcomes of a computational thinking course and which activities are most appropriate for teachers without formal coding training. The findings suggest that gamebased learning and gamification can enhance critical thinking and problem-solving skills and help achieve educational goals for primary school students, regardless of teachers' coding skills.