Computational thinking through unplugged activities in early years of Primary Education
Open accessIntegrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Gamified learning tools enhance motivation and make learning more interactive.
“Research shows that gamified learning tools enhance motivation and make learning more interactive [10].”
From Fostering computational thinking in young students through student generated challenges in tangible mobile augmented reality games (2025) · cites this paper as [10]
Cites
Development and use of the ARCS model of instructional design
Keller, J. M. (1987) · Journal of Instructional Development · doi:10.1007/bf02905780 · Cited by 2,332 · see citing works
Hsu, T.-C., Chang, S.-C., & Hung, Y.-T. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.07.004 · Cited by 788 · cited 1× · see citing works
“As for its research and implementation in classroom, since the cognitive capacity of the students vary depending on their age, the methods, contents and learning strategies for teaching CT should be adapted accordingly (Hsu, Chang, & Hung, 2018).”
MethodAssessing computational thinking: A systematic review of empirical studies
Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103798 · Cited by 647 · cited 1× · see citing works
“…drawn from the ‘International Bebras Contest ’ , which can be used as measuring instruments (Jung & Lee, 2017; Rom � an-Gonz � alez, Moreno-Le � on, & Robles, 2019; Tang, Yin, Lin, Hadad, & Zhai, 2020), or, as in the case of Lockwood and Mooney (2018), to be exclusively used to develop a CT test.”
Method
Flagged first, then by citations
Cited by
Sorted by citations
Gardeli, A., & Vosinakis, S. (2025) · Discover Education · doi:10.1007/s44217-025-00899-4 · Cited by 3 · see citing works
- Authors
- del Olmo-Muñoz, J., Cózar-Gutiérrez, R., & González-Calero, J. A.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2020-06
- Volume
- 150
- Pages
- 103832
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W3005031170
- Cited by
- 330
- References
- 3
- Citations by year
- 2026: 56 · 2025: 53 · 2024: 80 · 2023: 55 · 2022: 48 · 2021: 31 · 2020: 7
- FWCI
- 31.36
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- Locations
- Computers & Education (publishedVersion)
- RUIdeRA - Institutional University Repository (University of Castilla-La Mancha) (submittedVersion, other-oa)
- Funders
- Universidad de Castilla-La Mancha
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Gender Studies › Gender and Technology in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Educational Robotics and Engineering
- Keywords
- computational thinking, unplugged activities, early elementary education, second grade students, student motivation, gender differences, Code.org, computer science education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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