Abstract
We conducted a systematic review of studies aimed at exploring the state of parental involvement in computational thinking (CT) education to facilitate students’ efficiency in learning computational thinking. In this review, we started with reviewing theories of parental involvement. Then we investigated and categorized types of parental involvement, parent roles, and parents’ psychological factors in the parenting process. We also supplemented a new involvement form in Level 2 of Hoover-Dempsey and Sandler’s Model of Parental Involvement in CT Education, namely parents’ support with concerns about using technology and CT tools. We proposed the Model of Parental Involvement in Computational Thinking Education. We conducted comprehensive research of related studies on parental involvement in CT education and identified the research gap in involving parents in children’s CT learning.
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