Unplugged or plugged-in programming learning: A comparative experimental study

In recent years, computer programming has reappeared in school curricula with the aim of transmitting knowledge and skills beyond simple ability to code. However, there are different ways teaching this subject very few experimental studies compare plugged-in unplugged learning. The purpose study is highlight impact or learning on students' performance subjective experience. To end, we designed an 217 primary students divided into two groups measured their computational concepts, solve algorithmic problem, motivation toward instruction, self-belief attitude science. sessions were be similar between conditions, only tools different. Computers Scratch software used group while paper instructions, pictures, figurines body movements instead. results show better group. Furthermore, although dropped slightly both groups, drop was significant condition. Gender also seems important factor, as girls exhibit a lower post-test willingness pursue practice outside context. effect observable which suggests that educational may have positive but gendered motivational impact.