Unplugged gamification in education
Developing computational thinking skills through embodied gameplay
Bibliographic Data
| ID | 21348439 |
|---|---|
| Authors | Athanasios Christopoulos (0000-0002-1809-5525, Turku Research Institute for Learning Analytics, University of Turku, corresponding author), Stylianos Mystakidis (0000-0002-9162-8340, University of Patras), Chrysostomos Stylios (0000-0002-2888-6515, University of Ioannina), Ioannis G Tsoulos (0000-0002-2343-2733, University of Ioannina) |
| Year | 2026 |
| Volume | 119 |
| Issue | 1 |
| Pages | 77-90 |
| Publication date | 2026-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2025.2517266 |
| OpenAlex | W4411462455 |
| Language | EN |
| Citations received | 1 |
| References cited | 35 |
The study examines the effectiveness of unplugged gaming activities for stimulating Computational Thinking (CT). Departing from traditional, sedentary digital gamification, physically active alternatives were sought to reduce the potential health risks of excessive screen time. Additionally, efforts were made to engage girls. Using a mixed-methods approach, 311 adolescents (13–15 years old) were randomly assigned to an escape room or treasure hunt, where over a five-day summer vacation program, they participated in activities designed to improve CT components. Quantitative analysis revealed significant improvements in CT test scores after the intervention in both conditions for both genders. Qualitative analysis confirmed these findings and further highlighted their impact on engagement. Collaborative learning and cognitive challenge were positive aspects, while some challenges related to team dynamics and task complexity were also identified. The study demonstrates the potential of physically active gamification in CT education and highlights the importance of taking gender-specific experiences into account
Cognitive science · Computational Thinking · Embodied cognition · Human–computer interaction · Mathematics education · Artificial Intelligence · Computer Science · Educational Games and Gamification · Online Learning and Analytics · Psychology · Teaching and Learning Programming
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Productive Failure
Challenging games help students learn
Statistical notes for clinical researchers
Beyond the Early Adopters
Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education
Revealing the theoretical basis of gamification
Programming attitudes predict computational thinking
Didactic strategies for the education of computational thinking from a gender perspective
Risks of Digital Screen Time and Recommendations for Mitigating Adverse Outcomes in Children and Adolescents
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Quest-Based Learning
One size fits all? What counts as quality practice in (reflexive) thematic analysis
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |