Development and Preliminary Evaluation of a Creative micro:bit-Based Learning Model to Support Computational Thinking and Technological Design in Small Rural Schools

Abstract

Limited access to digital technologies, instructional resources, and teachers with specialized computing expertise continues to restrict learning opportunities for students in small rural schools. Low-cost physical computing tools combined with hands-on and creative learning activities may provide a practical approach to reducing these limitations. This study aimed to (1) design and develop a creative micro:bit-based learning model for Grade 4 students in small rural schools, (2) evaluate the process and outcome efficiency of the developed model and compare students’ learning achievement before and after participating in the learning activities, and (3) evaluate the appropriateness and feasibility of the developed model through expert assessment. The study employed a multi-phase Research and Development approach with a one-group pretest–posttest evaluation design. The development group comprised 10 in-service teachers and 20 pre-service teachers, while the implementation group comprised 30 Grade 4 students from five small rural schools. The developed model consisted of four two-hour learning modules: Fun Thinking, Traffic Light, Micro Servo, and the Meow Cat Project. Three experts examined the content congruence of the model and research instruments using the Index of Item-Objective Congruence. Process and outcome efficiencies were analyzed using the E1/E2 criterion, while students’ module-based pretest and post-test scores were compared using paired-samples t-tests. The results showed that the research instruments obtained IOC values ranging from 0.94 to 1.00. The main implementation produced E1/E2 values of 91.74/79.00, exceeding the predetermined 75/75 criterion. Students’ post-test scores were significantly higher than their pretest scores in all four modules, with mean differences ranging from 4.51 to 5.24 points and p < .001. The experts rated the overall appropriateness and feasibility of the model at a high level (M = 3.65, SD = 0.49), although sustainability and budget feasibility received the lowest mean among the evaluated dimensions (M = 3.45, SD = 0.52). The developed model provides a structured and context-sensitive approach for introducing computing and physical computing activities in small rural schools. It may serve as a practical foundation for teachers and schools seeking to broaden students’ access to technology-enhanced learning; however, further studies with comparison groups, direct measures of computational thinking and technological design, and delayed assessments are needed to confirm its effectiveness, learning retention, and transferability.