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: 31 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 r
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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 i
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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
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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 Computatio
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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 chi
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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 student
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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 activit
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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 fadin
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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 contro
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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
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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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Uema, Matheus Arataque, Talita de Paula Cypriano de Souza, Diego Dermeval, Ig Ibert Bittencourt, and Seiji Isotani. "Designing for Meaningful Access: Towards a Framework for AI in Education Unplugged." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-98459-4_22.

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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
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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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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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