Computational thinking for all ages: a comparative analysis of programming learning between children and the elderly

• Isaac Clemente Nunes UFRPE
• Rozelma Soares de França UFRPE

DOI: https://doi.org/10.5753/wei.2025.8652

Abstract

In an increasingly digital world, computational thinking emerges as a cognitive differential at all stages of life. This study challenges assumptions by contrasting the learning process between children and elderly people using unplugged activities. Exploring the four pillars of computational thinking, we reveal that children performed better in algorithms, decomposition, and pattern recognition, while elderly people excelled in abstraction. Children demonstrated greater agility in problem-solving, while elderly people presented more structured and reflective solutions. The results suggest pathways for personalized pedagogical strategies that can support computer education, promoting digital inclusion and breaking down age barriers.

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