Impact of Game-Based Coding Bootcamps on Primary School Digital Literacy

Thesis Abstract

The rapid growth of digital technologies in early education has heightened the need to establish effective, scalable methods for developing computational thinking and digital literacy among primary school students. This study investigates the impact of game-based coding bootcamps on primary school digital literacy, addressing the problem of limited empirical evidence on how immersive, play-informed coding interventions influence foundational digital competencies, including computational thinking, problem-solving, and technology fluency. The aim is to evaluate whether short-term, game-based coding bootcamps yield measurable gains in digital literacy and to identify mediating factors such as student engagement, self-efficacy, and teacher facilitation quality. The study pursues objectives to (1) quantify changes in digital literacy post-intervention using standardized instruments, (2) examine differences across grade levels (ages 9–11) and gender, (3) explore the role of class time allocation and bootcamp intensity, and (4) investigate teachers’ perceptions of feasibility and integration into standard curricula. A quasi-experimental design with a mixed-methods approach will be employed in a metropolitan school district. Two cohorts (n = 240 students total; 120 in the intervention group and 120 in a matched control group) will be drawn from two neighboring primary schools with similar sociodemographic profiles. The intervention comprises an eight-week game-based coding bootcamp, delivered twice weekly for 60 minutes, employing age-appropriate platforms that emphasize computational thinking, sequencing, control structures, and debugging within narrative-led games. Data collection instruments include (i) a digital literacy assessment adapted from the International Computer and Information Literacy Study (ICILS) for pre- and post-tests; (ii) a computational thinking rubric aligned with Wing’s conceptual framework; (iii) a student engagement scale; (iv) a self-efficacy in coding questionnaire; and (v) teacher observation protocols and interview guides. Validity and reliability will be established through pilot testing (n = 30 students), expert scrutiny, and Cronbach’s alpha analyses (target ? ? .80 for scales). Data analysis will combine quantitative and qualitative techniques (i) ANCOVA to compare post-intervention digital literacy scores while controlling for baseline performance; (ii) multiple regression to identify predictors such as engagement and self-efficacy; (iii) subgroup analyses by grade and gender; (iv) thematic analysis of teacher and student interviews to elucidate contextual factors and implementation fidelity. A path model will be tested using structural equation modeling to examine mediation effects of engagement and self-efficacy on literacy gains. The theoretical framework will integrate Constructivist learning theory and Bandura’s Social Cognitive Theory, with the Technology Acceptance Model to interpret teacher adoption patterns. Expected findings include statistically significant gains in digital literacy and computational thinking among the intervention group relative to controls, with effect sizes in the small-to-moderate range (d ? 0.35–0.60). It is anticipated that higher engagement and greater coding self-efficacy will mediate literacy improvements, and that benefits will be moderated by lesson duration, classroom support, and prior exposure to technology. Qualitative results are expected to reveal that game-based contexts foster intrinsic motivation, perceived autonomy, and collaborative problem-solving, but may require structured scaffolding to align with curricular standards and assessment practices. The study contributes to knowledge by providing rigorous empirical evidence on the efficacy of game-based coding bootcamps in enhancing primary school digital literacy, clarifying the mechanisms through which engagement and self-efficacy influence outcomes, and offering practical guidance on scalable integration within mainstream curricula. The results will inform curriculum designers, policymakers, and educators about optimal bootcamp design, duration, and teacher professional development needs. The study concludes with recommendations for sustained, longitudinal implementation and for aligning game-based coding interventions with national ICT benchmarks, including considerations for equity in access and support for teachers in resource-constrained settings.