Neurodevelopmental Effects of Learning Programming in Childhood: An Exploratory Study

This paper outlines the objectives and planned methodology of an exploratory study aimed at evaluating the cognitive and neurodevelopmental effects of early programming education in children. The research will investigate structural and functional brain changes associated with learning to code, employing a longitudinal design that integrates behavioral assessments, neuropsychological testing, and multimodal neuroimaging techniques, including magnetic resonance imaging (MRI), functional MRI (fMRI), diffusion tensor imaging (DTI), and brain spectroscopy. A total of 60 fourth-grade students were enrolled in the study. In this initial phase, results are reported from a subsample of seven participants who completed both pre- and post-intervention evaluations. The intervention group participated in weekly programming sessions using the Scratch language, while the control group engaged in alternative extracurricular activities. Preliminary findings suggest improvements in arithmetic performance among students exposed to programming, while verbal abilities remained unchanged. Spectroscopic data revealed trends indicating increased N -acetylaspartate (NAA) and decreased gamma-aminobutyric acid (GABA) concentrations in the intervention group. Functional imaging during the Wisconsin Card Sorting Test showed preserved or enhanced activation in frontal regions associated with cognitive flexibility in the programming group, compared to reduced activation in controls. Eye-tracking data also suggested more efficient and goal-directed visual scanning behavior following the intervention. Although these results are based on a limited sample and no statistical inference is reported, they demonstrate the feasibility of the study protocol and indicate potential cognitive and neural adaptations linked to programming instruction. These initial findings support the relevance of continued research on the impact of coding education in childhood.