Enhancing computational thinking through unplugged activities in elementary education: A systematic literature review

This study aims to analyze the role of unplugged activities in enhancing computational thinking (CT) skills among elementary school students through a systematic literature review. Using the systematic literature review design guided by the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) framework, the study examines 34 relevant empirical studies. Data collection involved literature searches in multiple electronic databases using keywords related to unplugged activities and CT concepts. The data were analyzed using a coding scheme covering methodological characteristics, subject area, types of unplugged activities and tools, contextual factors, challenges and suitability. The findings indicate that unplugged activities can support the development of computational thinking skills, particularly in resource-limited environments. Reported contextual factors associated with variation in outcomes include learner age, year level, curriculum and school support. However, challenges such as inadequate teacher training, difficulties in curriculum integration, and the lack of standardized assessment tools persist. The implications of this study suggest that unplugged activities can serve as an inclusive and cost-effective pedagogical tool for teaching CT skills in elementary education.