The domain of early childhood education has witnessed an increasing emphasis on developing coding and computational thinking (CT) abilities. Scholarly investigations have delved into appropriate approaches for enhancing these proficiencies within early childhood classrooms. The present study aims to investigate the impact of a digital story design program, or Design-Based Digital Story Program (DBDS), on the coding and CT skills of 5-year-old children. Specifically designed for children aged 3–6, the DBDS program aligns with constructivism principles, which promote experiential learning. Employing a case–control quasi-experimental design, the study employed pre-intervention and post-intervention assessments and a follow-up retest after one month. The intervention involved implementing the digital story design program over 11 weeks, with three sessions per week, each lasting between 60 to 90 min, targeting five-year-old participants. The findings reveal that the DBDS program significantly enhances CT and coding skills compared to a control group. Moreover, female participants exhibited more significant improvements in CT skills post-intervention than their male counterparts, while no significant gender-based effects were observed in coding skills. These findings suggest that the DBDS program effectively supports the cultivation of coding and CT abilities among young children, warranting further exploration in diverse educational settings and across various grade levels.

幼儿教育领域越来越重视培养编码和计算思维（CT）能力。学术调查深入探讨了在幼儿课堂中提高这些能力的适当方法。本研究旨在调查数字故事设计程序或基于设计的数字故事程序 (DBDS) 对 5 岁儿童的编码和 CT 技能的影响。 DBDS 项目专为 3-6 岁儿童设计，符合促进体验式学习的建构主义原则。该研究采用病例对照准实验设计，采用干预前和干预后评估以及一个月后的随访复测。干预措施包括实施为期 11 周的数字故事设计计划，每周 3 次，每次持续 60 至 90 分钟，针对 5 岁的参与者。研究结果表明，与对照组相比，DBDS 程序显着提高了 CT 和编码技能。此外，女性参与者在干预后的 CT 技能方面比男性参与者表现出更显着的改善，而在编码技能方面没有观察到显着的基于性别的影响。这些研究结果表明，DBDS 项目有效支持了幼儿编码和 CT 能力的培养，值得在不同的教育环境和各个年级进行进一步探索。