Unplugged Computing for Computational Thinking Development: A Systematic Mapping Study on Educational Games and Learning Environments
Resumo
Teaching Computational Thinking (CT) through Unplugged Computing is widely adopted in contexts lacking technological resources, though gaps in evidence and inclusion remain. This systematic mapping of 66 studies investigates how unplugged activities contribute to CT development. Results highlight a predominance of physical games in primary and secondary education, frequently serving as introductory scaffolding for visual programming platforms like Scratch. While these tools enhance CT skills and collaboration, a "transfer gap" requires explicit teacher mediation to connect physical games with formal coding concepts. Finally, recurring limitations regarding accessibility for students with disabilities, standardized assessments, and longitudinal evaluations underscore the urgent need for more structured, accessible, and inclusive educational approaches.
Palavras-chave:
Unplugged Computing, Computational Thinking, Systematic Mapping
Referências
Battal, A., Afacan Adanır, G., and Gülbahar, Y. (2021). Computer science unplugged: A systematic literature review. Journal of Educational Technology Systems, 50(1):24–47.
Bell, T., Witten, I. H., and Fellows, M. (2009). Computer Science Unplugged. CS Unplugged, 2 edition.
Bell, T., Witten, I. H., and Fellows, M. (2015). Computer science unplugged: An enrichment and extension programme for primary-aged children. Available at [link].
Brackmann, C. P., Román-González, M., Robles, G., Moreno-León, J., Casali, A., and Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. In Proceedings of the 12th Workshop on Primary and Secondary Computing Education, pages 65–72.
Brennan, K. and Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association, Vancouver, Canada, volume 1, page 25.
Chen, P., Yang, D., Metwally, A. H. S., Lavonen, J., and Wang, X. (2023). Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis. International Journal of STEM Education, 10(1):47.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Thousand Oaks, CA, 3rd edition.
Dieste, O., Grimán, A., and Juristo, N. (2009). Developing search strategies for detecting relevant experiments. Empirical Software Engineering., 14(5):513–539.
Fraenkel, J. R., Wallen, N. E., and Hyun, H. H. (2012). How to Design and Evaluate Research in Education. McGraw-Hill, New York, NY, 8th edition.
Grover, S. and Pea, R. (2013). Computational thinking in k–12: A review of the state of the field. Educational Researcher, 42(1):38–43.
Huang, W. and Looi, C.-K. (2021). A critical review of literature on "unplugged" pedagogies in k–12 computer science and computational thinking education. Computer Science Education, 31(1):83–111.
Kitchenham, B. and Charters, S. (2007a). Guidelines for performing systematic literature reviews in software engineering. Joint report, Keele University and Durham University.
Kitchenham, B. and Charters, S. (2007b). Guidelines for performing systematic literature reviews in software engineering. Technical report, Keele University and Durham University Joint Report.
Munir, H., Moayyed, M., and Petersen, K. (2014). Considering rigor and relevance when evaluating test driven development: a systematic review. Information and Software Technology, 56(4):375–394.
Petersen, K., Vakkalanka, S., and Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering. Information and Software Technology, 64:1–18.
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., and Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11):60–67.
Shute, V. J., Sun, C., and Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22:142–158.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Zhang, X., Chen, Y., Hu, L., Hwang, G.-J., and Tu, Y.-F. (2025). Developing preschool children's computational thinking and executive functions: Unplugged vs. robot programming activities. International Journal of STEM Education, 12(10):1–18.
Bell, T., Witten, I. H., and Fellows, M. (2009). Computer Science Unplugged. CS Unplugged, 2 edition.
Bell, T., Witten, I. H., and Fellows, M. (2015). Computer science unplugged: An enrichment and extension programme for primary-aged children. Available at [link].
Brackmann, C. P., Román-González, M., Robles, G., Moreno-León, J., Casali, A., and Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. In Proceedings of the 12th Workshop on Primary and Secondary Computing Education, pages 65–72.
Brennan, K. and Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association, Vancouver, Canada, volume 1, page 25.
Chen, P., Yang, D., Metwally, A. H. S., Lavonen, J., and Wang, X. (2023). Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis. International Journal of STEM Education, 10(1):47.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Thousand Oaks, CA, 3rd edition.
Dieste, O., Grimán, A., and Juristo, N. (2009). Developing search strategies for detecting relevant experiments. Empirical Software Engineering., 14(5):513–539.
Fraenkel, J. R., Wallen, N. E., and Hyun, H. H. (2012). How to Design and Evaluate Research in Education. McGraw-Hill, New York, NY, 8th edition.
Grover, S. and Pea, R. (2013). Computational thinking in k–12: A review of the state of the field. Educational Researcher, 42(1):38–43.
Huang, W. and Looi, C.-K. (2021). A critical review of literature on "unplugged" pedagogies in k–12 computer science and computational thinking education. Computer Science Education, 31(1):83–111.
Kitchenham, B. and Charters, S. (2007a). Guidelines for performing systematic literature reviews in software engineering. Joint report, Keele University and Durham University.
Kitchenham, B. and Charters, S. (2007b). Guidelines for performing systematic literature reviews in software engineering. Technical report, Keele University and Durham University Joint Report.
Munir, H., Moayyed, M., and Petersen, K. (2014). Considering rigor and relevance when evaluating test driven development: a systematic review. Information and Software Technology, 56(4):375–394.
Petersen, K., Vakkalanka, S., and Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering. Information and Software Technology, 64:1–18.
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., and Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11):60–67.
Shute, V. J., Sun, C., and Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22:142–158.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Zhang, X., Chen, Y., Hu, L., Hwang, G.-J., and Tu, Y.-F. (2025). Developing preschool children's computational thinking and executive functions: Unplugged vs. robot programming activities. International Journal of STEM Education, 12(10):1–18.
Publicado
05/10/2026
Como Citar
DE SOUZA, Isabela; LUZ, Jorge Lucas S.; TOLEDO, Gabriel P.; CAIXETA, Lucas; RODRIGUES, Sandra S.; SILVA, Samira S.; PACÍFICO, Racyus D. G.; LANA, Cristiane Ap..
Unplugged Computing for Computational Thinking Development: A Systematic Mapping Study on Educational Games and Learning Environments. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 37. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2360-2373.
DOI: https://doi.org/10.5753/sbie.2026.28423.
