Computer Science Unplugged: A Systematic Literature Review

Author:

Battal Ali1,Afacan Adanır Gülgün2ORCID,Gülbahar Yasemin3

Affiliation:

1. Faculty of Education, Selcuk University, Konya, Turkey

2. Open and Distance Education Faculty, Ankara University, Ankara, Turkey

3. Faculty of Educational Sciences, Ankara University, Ankara, Turkey

Abstract

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

Publisher

SAGE Publications

Subject

General Medicine

Reference50 articles.

1. Battal A. (2018). Investigating the use of virtual worlds to teach basics of programming to children: A multiple case study [Unpublished doctoral dissertation]. Middle East Technical University.

2. CS unplugged, outreach and CS kinesthetic activities (abstract only)

3. Development of Computational Thinking Skills through Unplugged Activities in Primary School

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