Fostering computational thinking skills through unplugged debugging activities using gestures and embodiment

A study investigated the impact of gestures and embodiment on computational thinking (CT) skills and programming self-efficacy during unplugged debugging activities among Grade 2–3 students. It found that congruent gestures, which align code with movement, positively influenced sequence comprehension in computational thinking, especially when combined with direct physical embodiment. The study suggests that incorporating physical actions aligned with programming logic can enhance foundational computational skills.

Why it matters

This research provides insights into effective pedagogical approaches for developing foundational computational thinking skills, particularly at early educational stages. Understanding how physical interaction and gestures influence learning can inform the design of educational tools and curricula, potentially enhancing early computational literacy across various domains.

Key insights

• Congruent gestures, which align physical movements with coding logic, positively impacted students' sequence comprehension in computational thinking.
• Direct embodiment, where students physically move a character, was found to be effective in supporting sequence comprehension.
• Combining congruent gestures with direct embodiment showed the most significant positive effects on computational thinking sequence comprehension.
• The study used a 2x2 factorial experimental design, manipulating gesture type (congruent vs. incongruent) and embodiment type (direct vs. surrogate).
• Seventy-seven Grade 2-3 students participated in the debugging tasks.
• Computational thinking was assessed using graphic-based measures of sequence comprehension and pattern recognition.

Source

Educational Technology Research and Development — https://link.springer.com/article/10.1007/s11423-026-10688-x