Supporting interest development in gifted software education through computational thinking and project-based learning

Abstract

This study developed and validated a Computational Thinking-Project Based Learning (CT-PBL) framework to foster sustained interest in software education among software (SW) gifted students. Despite rapid expansion of SW gifted programs in South Korea, maintaining student interest remains a critical challenge. The framework integrates Dewey's experiential learning theory with Hidi and Renninger's four-phase interest development model to systematically support students' progression from situational to individual interest while developing computational thinking competencies. The framework was developed through systematic literature analysis, expert review, and field practitioner validation, demonstrating strong content validity. External validation employed a quasi-experimental design with 16 SW gifted classes over 12 weeks. The experimental group showed significant improvements across all interest development stages compared to the control group. The CT-PBL framework contributes to both theory and practice by empirically validating interest development in computational thinking contexts and providing immediately implementable tools including a structured 12-week protocol, teacher guide, and student portfolio system. These findings have important implications for educational programs aiming to foster both technical competence and sustained engagement. While acknowledging limitations related to the Korean educational context and quasi-experimental design, this study provides a robust foundation for nurturing future digital innovators through interest-driven computational thinking education.