Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis

• Published in: International Journal of STEM Education 2023-12, Vol.10 (1), p.47-25, Article 47
• Main Authors: Chen, Peng, Yang, Dong, Metwally, Ahmed Hosny Saleh, Lavonen, Jari, Wang, Xiao
• Format: Article
• Language: English
• Subjects: Card games; Class Size; Computation; Computational thinking; Computed tomography; Computer applications; Computer education; Cost analysis; Education; Educational Strategies; Educational Technology; Effect Size; Elementary Secondary Education; Instructional Effectiveness; Learning Activities; Literature Reviews; Mathematics Education; Meta Analysis; Problem solving; Review; Science Education; Skill Development; Skills; STEM; STEM Education; Students; Teaching Methods; Technical education; Thinking Skills; Unplugged activities
• ISSN: 2196-7822; 2196-7822
• DOI: 10.1186/s40594-023-00434-7

Unplugged activities as a low-cost solution to foster computational thinking (CT) skills seem to be a trend in recent years. However, current evidence of the effectiveness of unplugged activities in promoting students’ CT skills has been inconsistent. To understand the potential of unplugged activities on computational thinking skills, a systematic review and meta-analysis were conducted. Our review of 49 studies examined the influence of unplugged activities to improve students’ CT skills in K–12 education between 2006 and 2022. The literature review showed that studies on CT skills were mainly (81.64%) conducted in computer science and STEM education, with board and card games being the most common unplugged activities for fostering CT skills in K–12 education. CT diagnostic tools (36.37%) were frequently used as assessment tools. A follow-up meta-analysis of 13 studies with 16 effect sizes showed a generally large overall effect size (Hedges’s g  = 1.028, 95% CI [0.641, 1.415], p