The Benefits of Unplugged Activities on Learning Computational Thinking Practices in Children of Historically Marginalized Groups

• In Event: Artificial Intelligence (AI) Literacy and Computational Thinking Education

Abstract

Unplugged activities are increasingly being used alongside block-based programming to teach children Computational Thinking (CT). One of their aims is to provide access to CT education to all. Their effectiveness is often assessed in programming environments, limiting insights on their broader impacts relating to CT practices – general ways of thinking such as pattern recognition and abstraction. This experimental study examines the benefits of unplugged activities on such CT practices. It was conducted with grade 25 children in grade 4 and 5 in suburban schools drawing from historically marginalized populations. It showed that unplugged activities significantly increased children’s scores on CT practices tests, as well as their block-based programming competencies. The results open questions on the source of the benefits.

Authors

• Michael Tscholl, Northern Illinois University

• Ying Xie, Northern Illinois University

• Youjung Jung, Northern Illinois University