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February 14, 2026Journal of Computers in Education

Plugged versus unplugged: effects on kindergarten children’s computational thinking and interest in programming

Yue Zeng Weipeng Yang

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Key Points

Computational thinking skills improved more significantly with unplugged activities, suggesting engagement in different formats.
Interest in programming was notably higher among children exposed to plugged activities, revealing a preference for technology-based learning.
Assessment through various activities highlighted the differences in learning and engagement levels effectively for the two formats.
Findings imply that combining both plugged and unplugged activities could enhance overall educational outcomes for young learners.

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Implication

Observational analysis of computational thinking and interest in programming among kindergarten children, suggesting varied impacts of activities.

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Cite This Study

Zeng et al. (2026) studied this question.

synapsesocial.com/papers/69a76140c6e9836116a2f040 https://doi.org/10.1007/s40692-025-00384-9

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Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

1International Approaches to Teacher Selection and Recruitment. OECD Education Working Papers, No. 47.Review · 2010 · 9 citations
2Development of Computational Thinking Skills through Unplugged Activities in Primary SchoolOriginal Research · 2017 · 304 citations
3The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary schoolOriginal Research · 2022 · 97 citations
4The effect of coding courses on the cognitive abilities and problem-solving skills of preschool childrenOriginal Research · 2019 · 94 citations
5Developing Middle School Students’ Computational Thinking Skills Using Unplugged Computing ActivitiesOriginal Research · 2020 · 74 citations

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