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

International Journal of STEM Education

Review

Dong Yang¹  Xiao Wang²  Peng Chen²  Ahmed Hosny Saleh Metwally³  Jari Lavonen⁴ 

[1] College of Education for the Future, Beijing Normal University, 519087, Zhuhai, China;Smart Learning Institute, Beijing Normal University, 100082, Beijing, China;College of Education, Capital Normal University, 105 West Third Ring Road North, Haidian District, 100048, Beijing, China;Educational Technology Department, Faculty of Education, Helwan University, 11795, Cairo, Egypt;Smart Learning Institute, Beijing Normal University, 100082, Beijing, China;Faculty of Educational Sciences, University of Helsinki, Siltavuorenpenger 5, 00014, Helsinki, Finland;

关键词: Computational thinking;    Unplugged activities;    Meta-analysis;    Computer education;    STEM;   

DOI  :  10.1186/s40594-023-00434-7

 received in 2022-10-20, accepted in 2023-06-02,  发布年份 2023

来源: Springer

【 摘 要 】

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 < 0.001) for the use of unplugged activities in promoting students’ CT skills. The analysis of several moderator variables (i.e., grade level, class size, intervention duration, and learning tools) and their possible effects on CT skills indicated that unplugged activities are a promising instructional strategy for enhancing students’ CT skills. Taken together, the results highlight the affordances of unplugged pedagogy for promoting CT skills in K–12 education. Recommendations for policies, practice, and research are provided accordingly.

【 授权许可】

CC BY   
© The Author(s) 2023

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