CS Unplugged Assisted by Digital Materials for Handicapped People at Schools

Manabe, Hiroki; Kanemune, Susumu; Namiki, Mitaro; Nakano, Yoshiaki

doi:10.1007/978-3-642-24722-4_8

Cited by 9 publications

(2 citation statements)

References 2 publications

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“…Manabe et al [15] discuss using (a digitally augmented form of) Computer Science Unplugged materials in classes for physically handicapped students; the focus of their study, however, is the motivating aspect of the material for students recovering from a severe injury or illness and the question of how to adapt kinesthetic activities for physically handicapped students.…”

Section: Introductionmentioning

confidence: 98%

On plugging "unplugged" into CS classes

Thies

Vahrenhold

2013

Proceeding of the 44th ACM Technical Symposium on Computer Science Education

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Section: Introductionmentioning

confidence: 98%

On plugging "unplugged" into CS classes

Thies

Vahrenhold

2013

Proceeding of the 44th ACM Technical Symposium on Computer Science Education

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“…Bell et al (2009) carried out the “Unplugged” project based at Canterbury University, used activities, games, magic tricks and competitions to show children the kind of thinking that is expected of a computer scientist. Besides, “computer science unplugged” with assisted digital materials were also applied to the curriculum for students with disabilities to improve their computer literacy (Manabe et al, 2011). The UPTA and educational robots are both tangible programming tools, but the former requires much less infrastructure; thus, it greatly reduces the restrictions of learning environment and equipment.…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of Unplugged Programming Teaching Aids on Children’s Computational Thinking and Classroom Interaction: with Respect to Piaget’s Four Stages Theory

Zhan

et al. 2022

Journal of Educational Computing Research

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This paper examined the effect of the Unplugged Programming Teaching Aids (UPTA) on students' computational thinking and classroom interaction. A set of UPTA was created and used in a primary school in southern China. A total of 48 students aged 6–8 were assigned to two classes, with the same instructor and learning materials, but only the treatment group was provided with the UPTA. Both groups were tested on computational thinking ability, children’s concrete operation status, degree of ego-centricity, and in-classroom interaction. Results indicated that the children aged 6–8 years old could classify things according to two kinds of criteria at the same time, but their cognitive style was still ego-centered and they found it difficult to deal with problems from a third-party perspective, no matter whether in the treatment group or the control group. However, students in the treatment group achieved significantly higher scores on the test of computational thinking and were more engaged in the classroom interaction patterns. These findings provide evidence of the positive effect of the UPTA on promoting children’s computational thinking by guiding them to decompose and solve problems, as well as enhancing their interaction and communication in the classroom, so as to transform from simple imitation to collaborative inquiry.

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