Relevant bibliographies by topics / Computer Science Unplugged

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Computer Science Unplugged'

Author: Grafiati
Published: 3 June 2025
Last updated: 19 July 2025

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Journal articles on the topic "Computer Science Unplugged"

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Battal, Ali, Gülgün Afacan Adanır, and Yasemin Gülbahar. "Computer Science Unplugged: A Systematic Literature Review." Journal of Educational Technology Systems 50, no. 1 (2021): 24–47. http://dx.doi.org/10.1177/00472395211018801.

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The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”
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Jehan, Seema, and Pakeeza Akram. "Introducing Computer Science Unplugged in Pakistan: A Machine Learning Approach." Education Sciences 13, no. 9 (2023): 892. http://dx.doi.org/10.3390/educsci13090892.

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Introducing computational thinking at elementary school can develop students’ capabilities and interest in Computing skills. In this study, we introduced the Computer Science unplugged (CS-unplugged) technique in Pakistan. We use paper-based activities to equip students with basic Computer Science skills without introducing any programming language. This study contributes twofold: First, we report the impact of CS-Unplugged training on more than 350 elementary students. The empirical study reveals that the students perform better in solving problems after unplugged training. Improved results in the post-training activity support this impact. Second, we applied machine learning to predict students’ performance. We employed different supervised machine learning algorithms to predict the students’ performance. Our results indicate that the Logistic regression-based model can predict the positive response of the student with a 0.91 receiver operating characteristic curve (ROC curve). This pilot study results encourage introducing unplugged techniques at elementary schools in third-world countries. The goal is to have minimal changes in infrastructure and focus on better student learning. In the future, we plan to introduce more unplugged problem-solving techniques to elementary students by providing little training to the science or math teacher.
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YILDIZ, Merve, and Hasan KARAL. "A Computer Science Unplugged Activity: CityMap." International Journal of Computer Science Education in Schools 5, no. 2 (2021): 14–27. http://dx.doi.org/10.21585/ijcses.v5i2.110.

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The purpose of this study is to examine the process of writing algorithms using step by step instructions of students through computer science unplugged activity. Accordingly, CityMap activity which is related to daily life and scenario based was developed. The aim of this activity is to write algorithms of going from one place to another using step by step instructions. The rules are also to reach the destination with the shortest way and the least number of steps using correct instructions. The study group consists of 15 sixth grade students. The case study was used as a research method. For the activity, a map and a worksheet designed by the researchers were used as data collection tools and an answer key was used for the analysis. Both individual and group evaluation were made and for this process gamification components were used. The findings revealed that students could wrote algorithms step by step instructions for the tasks determined in the activity. In addition, it was concluded that using of the gamification components made the activity more enjoyable and the students be motivated towards learning of computer science.
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Chun, Seok-Ju, and Yunju Jo. "Comparison Study between Computer Science and CS Unplugged." Journal of The Korean Association of Information Education 23, no. 6 (2019): 655–63. http://dx.doi.org/10.14352/jkaie.2019.23.6.655.

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Ugur, Nursel, and Ünal Çakiroglu. "Implementing Reflective Thinking in Computer Science Unplugged to Enhance Computational Thinking." International Journal of Technology in Education and Science 8, no. 2 (2024): 196–218. http://dx.doi.org/10.46328/ijtes.515.

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Facilitating Computer Science Unplugged (CS-unplugged) activities with reflective thinking activities lead students to in-depth reviews of their decisions and think of ways to solve the CS-unplugged problems. This study aims to evaluate the instruction enriched with reflective thinking activities to develop computational thinking skills. The study was carried out as a case study in a Computer Science course. The participants were 24, 5th-grade secondary school students. Students used two-column reflection notes and daily diaries to reflect their thoughts. Data were collected through Computational thinking skills evaluation form (CTEF), interviews, and observations to examine the role of reflective thinking activities during the instruction. Descriptive analysis, the thematic analysis was carried out through interviews was used to analyze data. The use of the two-column reflection notes and diaries positively contributed to the development of students' computational thinking skills. The students who engaged in reflective thinking activities outperformed in exhibiting their computational thinking skills than those who did not engage in. We hope that the findings of this study will assist in the future design and implementation of CS-unplugged activities to improve CT skills.
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Bao, Ran, and Jianyong Chen. "Characteristics and problems of unplugged computer science curriculum for young children." International Journal for Innovation Education and Research 10, no. 4 (2022): 1–22. http://dx.doi.org/10.31686/ijier.vol10.iss4.3700.

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With the progress of computer science education in recent years, more and more educators have brought attention to computer science education among young children. Among all these strategies, the unplugged form has been shown to be more effective in teaching. However, recent studies have focused more on the impact of unplugged computer science courses on young children and less on whether these courses are appropriate for the developmental stage of young children. Therefore, this research summarized the curriculum characteristics by comparing different series of unplugged courses for young children from four nations. Then, in a 7-day workshop conducted in China's urban areas, we explored the issues that arise in the implementation of these courses. This research reveals that, although the existing courses cater to a young age range, four issues can still be found, including difficulty, ability difference, too much cooperation, and emphasis on abstraction. Some of these issues may be handled by instructors, while others need consideration of the connection between curriculum design and the physical and cognitive development levels of young children. Furthermore, this research explored the acceptance of unplugged computer science among Chinese young children as well as its impact on their computational thinking level, achieving positive results.
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Nuhu, Kehinde Muritala, Nafisat A. Adedokun-Shittu, Caleb Asiyanbola, and Adedeji Hammed Ajani. "Assessment of Students’ Application of Binary Concept Using Computer-Science-Unplugged-Method in A Selected Secondary School in Ilorin, Kwara State, Nigeria." ASEAN Journal of Science and Engineering Education 3, no. 1 (2022): 27–34. https://doi.org/10.17509/ajsee.v3i1.45459.

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Computer Science (CS) Unplugged is a method of teaching for introducing non-specialists to concepts of CS through hands-on activities that do not require the use of a computer. Often the deeper concepts of CS have been considered as being too difficult for secondary school students in Nigeria. CS Unplugged methods have been used successfully with students of a wide range of ages in foreign countries. In this regard, it is germane to investigate if students can apply the activities of CS Unplugged to a real-life situation in Nigeria using the binary concept. Thus, we need to investigate students’ application level of binary concepts using CS Unplugged in secondary schools. The study adopted a one-short case pre-experimental design with an intact class of 15 Senior Secondary School One (SS I) students. The result revealed that students were able to apply the binary concept in a real-life situation with no gender difference established. The findings thus implied that if CS concepts are taught using the CS-Unplugged approach, students would be able to apply computer science concepts to real-life situations thereby imbibing their problem-solving skills. It was thus recommended among others that secondary school teachers should make use of the CS Unplugged method since it exposes students to activity-based learning and it makes them relate the activities to a real-life situation.
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Threekunprapa, Arinchaya, and Pratchayapong Yasrİ. "Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self-Directed Learning." European Journal of Educational Research 9, no. 3 (2020): 1025–45. http://dx.doi.org/10.12973/eu-jer.9.3.1025.

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Using unplugged coding activities to promote computational thinking (CT) among secondary learners has become increasing popular. Benefits of using unplugged coding activities involve the cost-effective implementation, the ability to promote computer science concepts and self-efficacy in learning computer programming, and the engaging nature of active learning through collaboration. However, there is insufficient information regarding qualitative investigation on how learners develop their CT skills while working on unplugged coding tasks. This study therefore developed unplugged coding activities using flowcharts for high school students to learn computer science concepts, and to promote their CT skills. The activities consisted of five missions encompassing the concepts of sequence, repetition, input & variable, condition, and loop with condition. The data collection was carried out with 120 high students whose participation was video recorded and observed. A thematic analysis revealed that patterns of CT development started from initially developed, to partially developed and fully developed stages, respectively. The various stages were derived from different abilities to apply the computer science concepts to complete the missions with different expressions of CT skills. In addition, the study proposed a 3S self-directed learning approach for fostering the CT development, composing of self-check (in pairs), self-debug (in pairs), and scaffolding. It is therefore suggested to use the 3S model integrated with the unplugged coding activities for developing CT among high school learners.
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Hayes, J. "Nineteen eighty-four unplugged [history of computer science]." Engineering & Technology 3, no. 9 (2008): 14–17. http://dx.doi.org/10.1049/et:20080900.

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Kerr, Jessica, and Theodore Kopcha. "Unplugged to Plugged: An Introduction to Coding for Elementary School Children." Journal of Technology-Integrated Lessons and Teaching 4, no. 1 (2025): 9–19. https://doi.org/10.13001/jtilt.v4i1.9293.

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This course introduced 4th and 5th graders to coding concepts like sequencing, loops, and decomposition through an unplugged-to-plugged learning sequence. Over four after-school learning sessions, students explored programming first through their bodies (i.e., unplugged), then in the block-based programming environment, Scratch (i.e., plugged). The goal was for learners to transition from concrete forms of programming to an abstract understanding needed for block-based programming. To achieve this goal, the plugged activities were intentionally designed around the concept of concreteness fading, where the unplugged programming challenge mirrored the plugged Scratch environment, allowing students to move from a concrete to more abstract understanding of computer science. The activities in the course drew from ready-to-use materials for computer science education (e.g., Code.org) as well as free, block-based coding websites (e.g., Scratch).
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Dissertations / Theses on the topic "Computer Science Unplugged"

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Tsai, Wen-Hsin, and 蔡雯欣. "The Effect of “Computer Science Unplugged” on Fifth Graders' Learning Attitudes, Self-efficacy and Computational Thinking." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/x7xs5q.

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碩士<br>國立臺灣科技大學<br>數位學習與教育研究所<br>106<br>This study aims to investigate the effect of “Computer Science Unplugged” on fifth graders' learning attitudes, self-efficacy and computational thinking ability in Taiwanese elementary computer science education. Quasi-experimental design was adopted in this study. The participants were fifth grade students from eight classes in a New Taipei municipal elementary school. There were one hundred and five students in the experimental group in which “Computer Science Unplugged” was conducted during the second semester, while the other one hundred in the control group had only normal computer science programming using Scratch. The experiment lasted four weeks, including four lessons for each class in total. Research tools include “Computer Science Learning Attitude Scale”, “Programming Self-Efficacy Questionnaire” and “Test of Computational Thinking Achievement”. Before and right after the experiment, the students were tested. The pre-test and post-test scores were processed by four statistics methods: (1) one-way MANCOVA was employed to test the differences of the learning attitudes, self-efficacy, and computation thinking between the groups; (2) paired t-tests were employed to test the change of the scores from pre- to post-tests; (3) Pearson’s correlation was employed to investigate the relation between the variables. The results of this study found: 1-1. The students of the experimental group have significantly improved their “interest” in the “Computer Science Learning Attitude”. 1-2. The “useful” of the “Computer Science Learning Attitude” of students is different in the post-test. The experimental group is higher than the control group. 2. The impact of the “Computer Science Unplugged” course on “Programming Self-Efficacy”: There is no significant difference in students' “Programming Self-Efficacy”. 3. The impact of the “Computer Science Unplugged” course on “Computational Thinking Achievement”: The experimental group students have significantly improved their “Computational Thinking Achievement”. 4. The “Career expectations” and “useful” aspects of the “Computer Science Learning Attitude” of the experimental group students are positively related to “Computational Thinking Achievement”. Keywords: Computer Science Unplugged, Computational Thinking, Children Programming Education
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Books on the topic "Computer Science Unplugged"

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Helmut, Alt, Dietzfelbinger Martin, Reischuk Rüdiger, et al., eds. Algorithms Unplugged. Springer-Verlag Berlin Heidelberg, 2011.

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Bell, Tim. Computer science unplugged: Off-line activities and games for all ages. Dept.of Computer Science, University of Canterbury, 1999.

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Kwan, Reggie. Enhancing Learning Through Technology. Education Unplugged: Mobile Technologies and Web 2.0: 6th International Conference, ITC 2011, Hong Kong, China, July 11-13, 2011. Proceedings. Springer-Verlag GmbH Berlin Heidelberg, 2011.

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1954-, Rajan Nalini, ed. Digital culture unplugged: Probing the native cyborg's multiple locations. Routledge, Taylor & Francis Group, 2007.

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Alt, Helmut, Christian Scheideler, Martin Dietzfelbinger, et al. Algorithms Unplugged. Springer, 2016.

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Caldwell, Helen, and Neil Smith. Teaching Computing Unplugged in Primary Schools: Exploring Primary Computing Through Practical Activities Away from the Computer. SAGE Publications, Limited, 2016.

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Caldwell, Helen, and Neil Smith. Teaching Computing Unplugged in Primary Schools: Exploring Primary Computing Through Practical Activities Away from the Computer. SAGE Publications, Limited, 2016.

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Teaching Computing Unplugged in Primary Schools: Exploring Primary Computing Through Practical Activities Away from the Computer. SAGE Publications, Limited, 2016.

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Book chapters on the topic "Computer Science Unplugged"

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Landman, Martina, Sophie Rain, Laura Kovács, and Gerald Futschek. "Reshaping Unplugged Computer Science Workshops for Primary School Education." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44900-0_11.

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AbstractThrough meticulous analysis and adaptation, we reshaped unplugged computer science activities to align with the developmental needs and capabilities of primary school children. Our approach focuses on distilling the essence of computer science topics while tailoring their content and delivery methods to suit the younger audience. We describe our efforts and report on our experiences implementing our framework for eight primary school classes, turning our unplugged computer science workshops for secondary school classes into an educational playground for 192 primary school children. Our work contributes to the general societal mission of supporting more and more children to become interested in STEM, ensuring that our technological future is as diverse as possible.
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Demšar, Irena, and Janez Demšar. "CS Unplugged: Experiences and Extensions." In Lecture Notes in Computer Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25396-1_10.

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Wattenhofer, Roger. "Wireless Networking: Graph Theory Unplugged." In Graph-Theoretic Concepts in Computer Science. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30559-0_2.

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Bell, Tim, Frances Rosamond, and Nancy Casey. "Computer Science Unplugged and Related Projects in Math and Computer Science Popularization." In The Multivariate Algorithmic Revolution and Beyond. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30891-8_18.

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Rodrigues, Luiz, Anderson P. Avila-Santos, Thomaz E. Silva, et al. "Knowledge Tracing Unplugged: From Data Collection to Model Deployment." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-64302-6_7.

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Manabe, Hiroki, Susumu Kanemune, Mitaro Namiki, and Yoshiaki Nakano. "CS Unplugged Assisted by Digital Materials for Handicapped People at Schools." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24722-4_8.

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Szeider, Stefan. "Large and Parallel Human Sorting Networks." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-73257-7_16.

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AbstractThis paper presents two innovative extensions of the classic Human Sorting Network (HSN) activity from the CS Unplugged program. First, we describe the implementation of a large-scale HSN with 50 input nodes, realized with high school students in Vienna, Austria. We detail the logistical challenges and solutions for creating an HSN of this magnitude, including location selection, network layout, and participant coordination. Second, we report on using parallel 6-input HSNs, which introduce a competitive element and enhance engagement. This parallel setup allows for races between teams and can be adapted for various age groups and knowledge levels. Both extensions aim to increase the educational impact and enjoyment of the HSN activity. We provide comprehensive insights into our experiences, enabling other educators and researchers to replicate or further develop these HSN variants.
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Lehner, Lukas, and Martina Landman. "Unplugged Decision Tree Learning – A Learning Activity for Machine Learning Education in K-12." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-73257-7_4.

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Ren, Michał, Paweł Perekietka, and Łukasz Nitschke. "From Caesar Shifts to Kid-Enigma. The CS Unplugged-Like Path in the MuMa Science Centre." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-73257-7_15.

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Kandlhofer, Martin, Petra Weixelbraun, Manuel Menzinger, Gerald Steinbauer-Wagner, and Ágoston Kemenesi. "Education and Awareness for Artificial Intelligence." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44900-0_1.

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AbstractThe increasing digitization and automation processes in daily life through the use of Artificial Intelligence (AI) pose great challenges for society and education. These range from building awareness, increasing acceptance, and teaching the foundations of this important and disruptive technology, to fostering a meaningful, creative usage, an assessment of threats, opportunities, and potentials as well as allowing an informed discussion about the technology. This paper presents the 2-year international AI education and awareness project ‘ENARIS’ which addressed these challenges on various levels. On the one hand, the project fostered young people’s interest in AI and facilitated a basic technical understanding. In this context, the integration of teachers, using a train-the-trainer approach and providing ready-to-use, open educational resources based on sound didactic concepts was an essential factor. On the other hand, the project aimed at strengthening awareness regarding social, economic, and technical aspects and potentials of AI among the general public, including school students, children, parents or working persons by conducting open and easily-accessible workshops. In the first project stage, online pre-surveys were conducted to analyze the needs within the target groups. Based on the results, AI ready-to-use prototype learning modules were developed. Following the principles of constructionism, a combination of different teaching methods including unplugged and plugged activities was used. The second project stage dealt with implementing and evaluating pilot workshops using quantitative pre- and post-tests as well as qualitative measures. Results indicate that, a) the ready-to-use teaching material, train-the-trainer workshops and AI topics covered were well received and that, b) a significant positive impact regarding the awareness and general knowledge about AI was achieved.
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Conference papers on the topic "Computer Science Unplugged"

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Triantafyllou, Serafeim A., Theodosios Sapounidis, and Andreas Oikonomou. "Trying to Develop and Assess Computational Thinking in Computer Science Unplugged Activities with Gamification." In 2024 32nd National Conference with International Participation (TELECOM). IEEE, 2024. https://doi.org/10.1109/telecom63374.2024.10812249.

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Samaras, Ted, Thomas J. Marlowe, Katherine G. Herbert, Vaibhav K. Anu, Sumi Hagiwara, and Stefan A. Robila. "Interdisciplinary Synergy: Resources for Embedding Plugged and Unplugged Computer and Data Science Activities into the K-12 Curriculum." In 2024 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2024. http://dx.doi.org/10.1109/isec61299.2024.10665108.

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Marghitu, Daniela, Lavaris Thomas, Yasmeen Rawajfih, Jillian Hall, and Andrew Marshall. "Kodu alice and computer science unplugged." In the 45th ACM technical symposium. ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2544300.

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Bell, Tim, Daniela Marghitu, Lynn Lambert, and Paul Curzon. "Computer science unplugged, robotics, and outreach activities (abstract only)." In Proceeding of the 44th ACM technical symposium. ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445501.

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Bell, Tim, Daniela Marghitu, and Lynn Lambert. "Computer science unplugged, robotics, and outreach activities (abstract only)." In the 43rd ACM technical symposium. ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157332.

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Ford, Vitaly, Ambareen Siraj, Ada Haynes, and Eric Brown. "Capture the Flag Unplugged." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. ACM, 2017. http://dx.doi.org/10.1145/3017680.3017783.

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Song, Yukyeong, Xiaoyi Tian, Nandika Regatti, Gloria Ashiya Katuka, Kristy Elizabeth Boyer, and Maya Israel. "Artificial Intelligence Unplugged: Designing Unplugged Activities for a Conversational AI Summer Camp." In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. ACM, 2024. http://dx.doi.org/10.1145/3626252.3630783.

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Nakamura, Takayasu, and Tetsushi Kawasaki. "Computer Science Unplugged for Developing Computational Thinking and Mathematical Thinking." In 2019 International Joint Conference on Information, Media and Engineering (IJCIME). IEEE, 2019. http://dx.doi.org/10.1109/ijcime49369.2019.00108.

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Bell, Tim. "Teaching Teachers to Teach Computer Science - Unplugged or Plugged-in?" In ICER '20: International Computing Education Research Conference. ACM, 2020. http://dx.doi.org/10.1145/3372782.3406284.

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"Basic Computer Learning with Unplugged and Plugged Activity." In International Seminar of Research Month Science and Technology for People Empowerment. Galaxy Science, 2019. http://dx.doi.org/10.11594/nstp.2019.0223.

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