STEM and Computing Education Research

About this research line

We develop evidence-based tools and teaching methods for computational thinking, AI, and robotics reaching tens of thousands of students and teachers across Flanders and beyond.

Introduction

At the AI and Robotics Lab (AIRO), we improve computer science and STEM education through a combination of educational research and classroom practice.

Our goal is simple: help learners build strong digital skills, and help teachers teach these skills with confidence. To do this, we design learning activities, evaluate them in real educational settings, and use the results to continuously improve our materials and tools.

What we research

Computational thinking

We study how computational thinking can be integrated in meaningful ways across the Flemish educational context. Our work includes defining computational thinking for schools in Flanders, developing practical classroom cases across different subjects, and designing validated assessment tools, including work published in Computers & Education. We also contribute to educational resources, including a book on computational thinking.

Impact of digital systems

Digital technology is not only technical; it also has social consequences. We investigate how both perspectives can be taught together. In this line of research, we examine how technology and societal value can be linked in education, how technical and societal learning goals can reinforce one another, and how this integrated approach influences student motivation.

Automated assessment

Teachers need reliable support when evaluating programming and computational thinking. We therefore investigate how automated systems can support teacher assessment, how LLMs can be used for feedback and evaluation, and how to ensure quality and reliability while keeping meaningful human oversight in the loop.

Ways to teach programming

To understand how students learn programming, we collect both quantitative and qualitative data in multiple educational contexts. Our programming environment logs learner interactions and code evolution, allowing us to study learning strategies in depth.

In our Create or Fix experiment, we compared creating programs from scratch with debugging incorrect programs. We found clear behavioral differences: debugging tasks often led to less code editing, but more program execution runs.

Outreach

Social robot competition

Our social robot competition invites learners to design, build, and program robots that interact with people in meaningful ways. It combines creativity, engineering, and computational thinking in authentic, motivating challenges.

WeGoSTEM

WeGoSTEM introduces primary school children to the key components of robotics: mechanics, electronics, and software. The focus is on hands-on discovery and early engagement with STEM.

The WeGoSTEM drawing robot

The WeGoSTEM drawing robot

Dwengo

Dwengo is an important valorization partner of AIRO. Together, we develop and maintain teaching content and tools, and organize teacher training.

Tools we build

To ensure high-quality research data and strong classroom relevance, we develop our educational tools in-house. These include both hardware and software for physical computing, together with research-based instructional designs validated in real classrooms. All materials are shared with the education community free of charge under a Creative Commons license. Examples include WeGoSTEM, AI at School, and the social robot projects.

Dwenguino Simulator

Programming physical systems offers clear pedagogical benefits. To support this, we created a graphical programming environment for the Dwenguino microcontroller platform. Because Dwenguino is modular and classroom-oriented, learners can program many different physical systems. Our environment also includes a simulator, so students can first focus on programming concepts before dealing with hardware constraints.

Active researchers

Related publications

Teachers’ computational thinking content knowledge : development of a measurement instrument

Sara Monteyne, Charlotte Struyve, Natacha Gesquière, Tom Neutens, Francis wyffels, Johan Braak, Koen Aesaert
In COMPUTERS & EDUCATION 2025
BIBLIO
Abstract
Computational thinking has become an integral component of curricula worldwide, necessitating teachers to develop this competence in their students. To effectively meet these curricular requirements, teachers themselves need a solid foundation of computational thinking content knowledge, which refers to the understanding and skills they possess in this area. However, despite widespread recognition of this need, few studies have rigorously examined teachers’ content knowledge in this domain. Addressing this gap requires the development of high-quality measurement tools. This study details the development of an instrument, created as part of the International Computer and Information Literacy Study (ICILS) 2023 in Flanders, to measure lower secondary school teachers’ computational thinking content knowledge in a valid and reliable way. The article first outlines the construction process of the instrument, which involved close collaboration with experts in the field and drew upon the framework of Fraillon and colleagues (2023). Following this, the instrument’s psychometric properties are presented, which include both item-level and overall instrument characteristics. These properties were evaluated using data from a sample of 352 participants, applying both Classical Test Theory and Item Response Theory. The final tool consists of 16 multiple-choice and short constructed response questions. The results indicate favorable item and overall instrument characteristics, thereby affirming its potential to measure the intended construct in a valid and accurate way.

Computational thinking competencies of Flemish college students : vision on data collection

Willem Lapage, Francis wyffels, Tom Neutens
In Colloque Didapro 10 sur la Didactique de l’informatique et des STIC 2024
BIBLIO
Abstract
Computational thinking has become an increasingly vital competence in our technologically driven world. As a problem-solving methodology, it can be considered a competence that transcends disciplines and plays an important part in multiple diverse fields. It has also gained a more prominent role in the Flemish education system. Therefore, assessing computational thinking and collecting the necessary data to do so has become increasingly important during students' education. This paper describes how the computational thinking competencies of college students can be monitored in a controlled environment. By combining a literature study as well as knowledge of the context wherein the data will be collected, a subset of data sources has been selected that show potential for a multimodal assessment of computational thinking. This paper outlines an envisioned data collection method to gauge computational thinking competencies among second-year computer science engineering students at Ghent University. The desired end result is a collection of data that can be managed and processed as an input source to assess computational thinking and affect educational practices. This paper describes a way of collecting data that shows potential for a multimodal assessment of computational thinking. It also opens the door for future research exploring the potential of AI-driven methods for automatic assessment and the development of interactive visualisation of said assessments.

Assessment of code, which aspects do teachers consider and how are they valued?

Tom Neutens, Kris Coolsaet, Francis wyffels
In ACM TRANSACTIONS ON COMPUTING EDUCATION 2022
BIBLIO
Abstract
In many countries, computer programming is becoming an integral part of the secondary school curriculum. However, many teachers, especially in the first years of Flemish secondary school, have limited experience with teaching programming. To improve their knowledge about programming, many different types of professional development programs have been proposed. Nevertheless, these programs mostly focus on technical skills and less on pedagogical skills. One aspect that is often overlooked in these programs is how teachers can assess code. To get insight into what teachers currently value when assessing code, we designed an experiment that analyzes the different aspects teachers consider during the assessment of code. During the experiment, the teachers (N=13) assess a set of programs from five different fictional learners. After the assessment, they participated in a structured interview giving us insight into the assessment process. We evaluated the transcripts of the interviews using deductive thematic analysis using a coding schema defining the different aspects of code that can be assessed. Additionally, we linked the assessment strategies of teachers to their teaching experience. Our results indicate that many teachers are unaware of the different concepts that can be part of the assessment of code which might lead to inaccurate or invalid feedback. Moreover, although our experimental group was too small to draw hard conclusions about the inter case results, our results indicate that the number of concepts considered by teachers seems to increase with experience. These results provide an initial insight into the code assessment practices of teachers and reveals interesting pathways for future research into the assessment of code.
See more

Related open-source

See more