On the use of a Mechanical Computer Simulator Board-game to Teach Computational Thinking

Abstract

Computational Thinking (CT) fosters the development of essential competencies, including problem-solving, analytical thinking, continuous learning, collaboration, adaptability, and flexibility. These skills equip individuals to address the challenges of the contemporary world. Unplugged activities have gained recognition as a viable and effective approach, particularly in the context of Brazilian education, where introducing computing in primary schools faces challenges such as limited teaching materials and technological resources.
This study presents the use of a marble-powered mechanical computer simulator board game to teach fundamental CT concepts in 40-minute workshops. The workshops were conducted with ten distinct mixed groups of students aged 10 to 18 during visits to the Science Center at the Federal University of Juiz de Fora between October 2024 and June 2025. Due to the limited availability of the original game board, we developed a strategy to accommodate larger groups. Students were organized into groups of four, each receiving a laminated A3 paperboard replica of the original game. After the challenges were explained, students initially drew their solutions on the paperboard, exercising their abstraction and decomposition skills. Subsequently, each group tested its algorithm by placing components on the original board to verify its correctness.
In addition to the workshop, participants were asked preliminary questions to assess their prior knowledge of Computer Science-related undergraduate courses and their interest in pursuing a university degree. Results indicate gender disparities in higher education interest between public and private school students. Among public school participants, 30.71% of female students expressed interest, compared to 22.45% of male students. In contrast, private school groups showed a smaller gender gap (22.45% female and 21.77% male). When questioned specifically about pursuing STEM careers, most students were unfamiliar with the term. Notably, the gender gap was more pronounced in private schools, where 10.88% of male students expressed interest, compared to only 3.4% of female students. Meanwhile, in public schools, 7.48% of female and 5.44% of male students indicated interest in STEM careers. These findings highlight the potential of unplugged activities to democratize CT education while underscoring the need for targeted interventions to address gender disparities and STEM awareness in both public and private school settings.