The effects of a problem-solving based Logo environment on children's information processing components

The present study investigated the simultaneous effects of a problem-solving based Logo environment on children's metacomponents, knowledge acquisition components regarding graphing skills, and figural creativity. Participants were 108 fifth-grade children who studied in four classrooms. Intact classrooms were randomly assigned to one of two conditions: a problem-solving based Logo environment called Logo-Stat, or a comparison. The duration of the study was one semester. Results showed significant multivariate effects on metacomponents, knowledge acquisition components, and creativity, in favour of the Logo-Stat group. Univariate analyses indicated that knowledge acquisition components and certain aspects of figural creativity (e.g., originality) and metacomponents (e.g., correctness) were more strongly affected by Logo-Stat than others (e.g., fluency, flexibility, and utilisation). The theoretical and practical implications are discussed.