Computational Thinking through Cooperative Games in Elementary
Abstract
This study explores an unplugged approach to teaching computational thinking (CT) by integrating cooperative games into physical education. Addressing gaps in interdisciplinarity between CT and Physical Education and replicability, the intervention introduced sequencing and single repetition steps to fourthand fifth-grade students in a Brazilian public school. Led by a trained teacher, the study used semi-structured field notes, teacher remarks, and assessments to evaluate engagement and learning. Results showed that embodied activities fostered collaboration and CT understanding, though challenges like group coordination and distractions affected outcomes. The study presents a replicable model for interdisciplinary CT learning in resource-limited settings.References
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Cohen, L., Manion, L., and Morrison, K. (2002). Research methods in education. routledge.
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Fairlie, F. (2023). Encouraging the development of computational thinking skills through structured dance activities (discussion paper). In Proceedings of the 23rd Koli Calling International Conference on Computing Education Research, pages 1–8.
Grebogy, E. C., Castilho, M. A., and Santos, I. (2024). Computação desplugada: Um recurso para o estímulo de habilidades relacionadas ao pensamento computacional nos anos iniciais do ensino fundamental. Revista Brasileira de Informática na Educação, 32:359–389.
Jeong, H., Payton, J., Julien, C., and Castelli, D. (2022). Integrating computer science and physical education in elementary schools with data science learning modules using wearable microcontrollers. In 2022 IEEE 19th International Conference on Mobile Ad Hoc and Smart Systems (MASS), pages 710–715. IEEE.
Litts, B. K., Chauhan, A., Mortensen, C. K., and Matthias, K. (2019). I’m drowning in squirrels! how children embody and debug computational algorithms through designing mixed reality games. In Proceedings of the 18th ACM international Conference on interaction Design and children, pages 267–273.
Magalhães, Marcelo Barbosa e Santos, L. S. S. e. B. A. S. D. (2021). (Des)Pluga: o Pensamento Computacional atrelado a Atividades Investigativas e a uma Metodologia Inovadora, chapter Atividades cooperativas desplugadas e o Pensamento Computacional na Educação Física da escola básica, pages 269–295. Pragmatha.
Manches, A., McKenna, P. E., Rajendran, G., and Robertson, J. (2020). Identifying embodied metaphors for computing education. Computers in Human Behavior, 105:105859.
Munasinghe, B., Bell, T., and Robins, A. (2023). Unplugged activities as a catalyst when teaching introductory programming. Journal of Pedagogical Research, 7(2):56–71. 2, 9 Saldaña, J. (2013). The coding manual for qualitative researchers. Sage, 2 edition.
SEDUC-SP, S. d. E. d. E. d. S. P. (2019). Currículo paulista (in portuguese). [link] Accessed: 2025-02-10.
Van der Veer, R. (1996). Henri wallon’s theory of early child development: the role of emotions. Developmental review, 16(4):364–390.
Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian & East European Psychology, 42(1):7–97.
Wing, J. M. and Stanzione, D. (2016). Progress in computational thinking, and expanding the hpc community. Communications of the ACM, 59(7):10–11.
Zeng, D. (2024). How can debugging with physical computing be more playful for children? Master’s thesis, University of Maryland, College Park.
Published
2025-07-20
How to Cite
JOSKO, João Marcelo Borovina; AMARAL, Sérgio Ferreira do.
Computational Thinking through Cooperative Games in Elementary. In: WORKSHOP ON COMPUTING EDUCATION (WEI), 33. , 2025, Maceió/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 1009-1020.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2025.8781.
