Introducing Children to Computational Thinking Concepts Through A Tabletop Board Game: An Exploratory Study

Abstract Computer programming is recognized as a crucial component of K-12 education for fostering students’ computational thinking skills. Unplugged methods, such as board games, have proven effective in introducing programming concepts to children in an accessible and engaging manner. This exploratory pilot study takes a qualitative approach to investigate the potential of the coding board game Lucky Codes to support elementary students’ engagement with foundational programming concepts through unplugged methods. Video recordings and multimodal transcriptions of gameplay sessions with four students were analyzed to examine their interactions and strategies across two rounds of gameplay. The findings reveal that Lucky Codes facilitated meaningful engagement with programming concepts such as sequencing, decomposition, and conditionals. Participants demonstrated progress in applying these concepts between rounds, reflecting their growing ability to use these ideas strategically to achieve gameplay objectives. The study highlights the potential of intentionally designed board games as accessible and engaging tools for introducing programming concepts to young learners.