The impact of learning to code on higher-order executive-functions: a systematic review of the literature

Abstract

In recent years, the integration of programming education into school curricula has reemerged, acknowledging its importance and potential to enhance critical cognitive abilities among students. This systematic review delves into the influence of programming education on higher-order executive functions (EFs), including problem-solving, reasoning, and planning, in school-aged children. The systematic literature search identified 18 studies meeting inclusion criteria. Of these, 14 studies showed significant positive effects of coding education on EFs, particularly in problem-solving and planning. However, limitations such as the absence of randomized control trials and age-related clustering of skills underscore the need for more robust research to ascertain the impact of coding education on EFs.