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Effects of Unplugged Coding Game on Promoting Computational Thinking Skills |
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| รหัสดีโอไอ | |
| Creator | Patcharin Panjaburee |
| Title | Effects of Unplugged Coding Game on Promoting Computational Thinking Skills |
| Contributor | Maliwan Janta, Soraya Thongtamma, Patcharin Panjaburee |
| Publisher | Digital Education and Learning Engineering Association |
| Publication Year | 2568 |
| Journal Title | Journal of Digital Education and Learning Engineering |
| Journal Vol. | 1 |
| Journal No. | 2 |
| Page no. | 117-126 |
| Keyword | Learning strategy, comprehension, achievement motivation, primary education |
| URL Website | https://so18.tci-thaijo.org/index.php/delethailand |
| Website title | Journal of Digital Education and Learning Engineering Association |
| ISSN | 3088-1552 |
| Abstract | In many primary schools with limited access to computers and stable internet connections, fostering computational thinking (CT) remains a challenge. Since CT is essential for problem-solving in the digital era, alternative approaches, such as unplugged coding games, offer hands-on, screen-free activities that engage students in decomposition, pattern recognition, abstraction, and algorithms without requiring digital devices. Therefore, this study examined the effectiveness of Unplugged Coding game sets compared to traditional lectures in developing CT skills and student motivation among second-grade students. A quasi-experimental research design was employed with 84 students divided into two groups: 41 in the experimental group using Unplugged Coding game sets and 43 in the control group receiving traditional lectures. ANCOVA results indicated that students using Unplugged Coding game sets achieved significantly higher computational thinking comprehension than those in the traditional lecture group. T-test analysis showed significant improvement in CT comprehension within the experimental group, whereas the control group’s progress was not statistically significant. Moreover, students in the experimental group exhibited significantly higher achievement motivation than those in the control group. These findings suggest that unplugged coding game sets effectively enhance CT skills and student motivation in primary education settings, making them a viable alternative for schools with limited technological resources. |
