Marco Arrigo
Papers
2
Total Citations
121
H-Index
2
About
Marco Arrigo is a leading researcher in educational technology, with a primary focus on computational thinking (CT) and robotics in K–12 education. His work centers on how hands-on, project-based learning with educational robotics can systematically foster CT skills—such as problem decomposition, algorithmic thinking, and debugging—in young learners. Arrigo’s major contributions include pioneering the use of the Bebras Tasks as a validated, age-appropriate instrument to measure CT development in primary school children, moving beyond anecdotal evidence to rigorous assessment. His 2019 study, cited 89 times, demonstrated that robotics labs significantly boost CT acquisition alongside STEM knowledge. A follow-up 2018 paper (32 citations) provided preliminary evidence from a national project funded by the Italian Ministry of Education, underscoring the scalability of his approach. Arrigo’s work is notable for bridging the gap between playful robotics activities and formal computational thinking curricula, offering educators a concrete, evidence-based pathway to integrate these skills into early education. His research continues to shape how schools worldwide design interventions for the digital age.
Research Focus
Key Achievements
Top Papers
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