The role of augmented reality-based unplugged computer programming approach in the effectiveness of computational thinking

Abstract

Recently, pedagogical approaches to promote computational thinking among 21st century learners have increasingly become a topic of interest in educational research. Studies revealed that unplugged computer programming, learning coding without a computer, can enhance students' computational thinking and positive attitudes towards computer programming. However, when dealing with complex computer science concepts, they face limitations. This study therefore developed a solution adopting unplugged coding using flowcharts integrated with Augmented Reality (AR) technology to help scaffold students (called AR semi-unplugged coding). It recruited 120 secondary students for data collection, divided into an experimental group and a control group (unplugged coding). It showed that although both exhibited improved computational thinking and increased self-efficacy after participating in their assigned activity, those in the experimental group outperformed their counterparts statistically. Moreover, the developed solution attracted a greater level of perceived usefulness by users which shows its potential to become an effective approach for promoting computational thinking.