Keywords
Computational Thinking
Digital Competence
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Copyright (c) 2026 Thomas Leitgeb, Wolfram Rollett
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Abstract
Computational thinking (CT) is increasingly regarded as a key competence for participation in digitally shaped societies. Since technical infrastructure in schools is often limited, unplugged activities (UA) that teach computing concepts without digital devices are considered a low-threshold approach to fostering CT. However, empirical evidence on their longer-term effects, particularly at primary level and beyond the CT competence domain, remains scarce. This quasi-experimental field study examines the effects of a UA-based CT intervention («Logobox») implemented in Austrian primary schools throughout the 2020/21 school year, which, due to the pandemic, alternated between in-person and remote instruction. Outcome variables were inductive and numerical reasoning (CT-related cognitive facets) and school-related academic self-concept (motivational-affective facet). Using a longitudinal design with two measurement points, data were collected from 399 children (mean age 8.3 years) in 18 schools; the intervention group (n = 295) had access to the «Logobox» throughout the year, the control group (n = 104) did not. Instruments comprised two subtests of the Cognitive Abilities Test for Children (KFT 1 – 3) and a school-related academic self-concept scale. Data were analysed using repeated-measures ANOVAs (group × time), with school as a cluster variable and multiple imputation of missing values. Small but significant effects in favour of the intervention group emerged for all three outcomes. UA-based CT programmes can thus support CT-related cognitive as well as motivational-affective characteristics at primary level.
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