Computational thinking through embodied learning: a comparison of mixed-reality and unplugged activities
Kyungbin Kwon, Hyojung Kim, Keunjae Kim, Miran Seo, Thomas A. Brush · Journal of Research on Technology in Education · 2025
This study explores the impact of embodied learning activities, implemented in both mixed-reality and unplugged contexts, along with robot programming, on early elementary students' computational thinking (CT) knowledge, competence, and attitudes. A total of 67 first-grade students from a rural elementary school participated in the quasi-experimental study, which compared how these different modes of embodied learning influenced CT skill acquisition. The findings indicate that embodied learning activities significantly enhanced students' CT knowledge, regardless of whether they were conducted in a mixed-reality or unplugged setting. Additionally, robot programming, used as a transfer task, improved students' CT competence, demonstrating the benefits of applying learned skills in new contexts. In addition, students in the mixed-reality condition reported higher satisfaction with their learning experiences.