Unplugged computing activities became popular at the same time as the introduction of computer science learning at school. In this article we analyze the educational opportunities yielded by computer unplugged activities from the perspective of educational sciences. Theories related to embodied cognition are used here as a framework to analyse unplugged activities such as the robot game, where a student acts as a programmer and the other as a programmable object, such as a robot. This robot game allows us to discuss the potential of unplugged computing activities in connection with the learning of orientation in space, including the transformation from the plane to the three-dimensional space, taking the embodied cognition potential into account.
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Roméro et al. (2019) studied this question.