Informatics in Education

This study explores the application of large language models (LLMs) to create computational thinking tasks for the Bebras International Challenge through a single-case study approach. Using exemplar-based prompting with seven authentic Bebras tasks from the 2024 cycle as contextual input, a task was developed that was subsequently accepted for inclusion in the 2025 international Bebras challenge. Comparison with the exemplar tasks confirmed that the generated content drew from multiple sources rather than replicating any single task, combining grid-based constraint satisfaction, rule-based filtering, and logical deduction into a novel navigation puzzle with engaging narrative context. International expert reviewers evaluated the task using established Bebras quality criteria, confirming successful alignment with core pedagogical requirements including age-appropriateness, clarity, and cultural neutrality. However, two significant gaps emerged in the broader authoring workflow: accessibility compliance in the researcher-authored visual components and technical inaccuracies in the LLM-generated informatics framing. Following collaborative revision by international editors that addressed these concerns while preserving the LLM’s creative contributions, the task achieved acceptance for international use. The findings reveal a collaborative pipeline comprising contextual preparation, LLM-guided generation, human technical implementation, expert community review, and collaborative revision. Results from this case suggest that LLMs can efficiently generate educationally sound creative foundations while requiring integrated human expertise to meet specialised standards and ensure inclusive design, with the task’s acceptance providing encouraging evidence for the viability of this collaborative approach.

The Computational Thinking (CT) teaching approach allows students to practice problem-solving in a way that they can use the Computer Science mindset. In this sense, Collaborative Learning has a lot to contribute to educational activities involving the CT. This article presents the design and evaluation of a Collaborative Learning framework for the development of CT skills in students. To design the proposed strategy, several fundamental features of the Collaborative Learning concept of the literature have been studied and sketched. The strategy was applied to middle school students through a digital games programming workshop. Data were collected by three means: (1) collecting artifacts produced during activities; (2) recording of game programming sessions; and (3) applying a structured interview to students. The data analysis showed evidence that the strategy was able to mobilize Computational Thinking skills in addition to mobilizing collaborative skills in learners.

Computational thinking (CT) has been introduced in primary schools worldwide. However, rich classroom-based evidence and research on how to assess and support students’ CT through programming are particularly scarce. This empirical study investigates 4th grade students’ (N = 57) CT in a comparatively comprehensive and fine-grained manner by assessing their Scratch projects (N = 325) with a framework that was revised from previous studies to aim towards enhancing CT. The results demonstrate in detail the various coding patterns and code constructs the students programmed in assorted projects throughout a programming course and the extent to which they had conceptual encounters with CT. Notably, the projects indicated CT diversely, and the students altogether encountered dissimilar areas in CT. To target the acquisition of CT broadly, manifold programming activities are necessary to introduce in the classroom. Furthermore, we discuss the possibilities of applying the assessment framework employed herein to support CT education through Scratch in classrooms.

Although there is no universal agreement that students should learn programming, many countries have reached a consensus on the need to expose K-12 students to Computational Thinking (CT). When, what and how to teach CT in schools are open questions and we attempt to address them by examining how well students around the world solved problems in recent Bebras challenges. We collected and analyzed performance data on Bebras tasks from 115,400 students in grades 3-12 in seven countries. Our study provides further insight into a range of questions addressed in smaller-scale inquiries, in particular about the possible impact of schools systems and gender on students' success rate.

As an international informatics contest, or challenge, Bebras has started the second decade of its existence. The contest attracts more and more countries every year, recently there have been over 40 participating countries. From a single contest-focused annual event Bebras developed to a multifunctional challenge and an activities-based educational community building model. This paper aims to introduce the Bebras model using ten years of observations in implementing the contest in different countries. The model is essentially based on democratic and inclusive education values. Systematic literature review of research papers concerning Bebras activities has made an integral background for this model. The model is represented both at international and national levels and consists of several components where the development of Bebras tasks has taken a very significant role. Reasoning on innovated learning informatics and strengthening computational thinking by utilising carefully selected informatics concepts is discussed as well.