Plugged-in Scratch learning yields higher algorithmic problem-solving scores than unplugged learning, especially on complex exercises¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Design limits · Sigayret 2022: groups were assigned but students were analysed as independent · Sigayret 2022 (2): groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-30)

Subclaims¶

q3 i3 The plugged-in group scored higher on the Algorithmic Test total (d = 0.83) and on complex exercises (d = 0.95), while basic exercises showed no significant difference. → Sigayret 2022

Evidence¶

Sigayret 2022¶

Sigayret, K., Tricot, A., & Blanc, N. (2022). Unplugged or plugged-in programming learning: A comparative experimental study. Computers and Education, 184, 104505. https://doi.org/10.1016/j.compedu.2022.104505

q3 · i3 · causal · r2

Same quasi-experiment; ANOVA on the Algorithmic Test showed the plugged-in group's "higher total score than the unplugged group (F(1, 202) = 33.98; p < .001; d = 0.83)" with the largest effect on variables (d = 1.04).

"Again, the plugged-in group obtained a higher total score than the unplugged group (F(1, 202) = 33.98; p < .001; d = 0.83). This superiority was expressed in the ability to create algorithms with relevant instructions (F(1, 202) = 23.01; p <.001; d = 0.71), to use loops (F(1, 202) = 15.03; p <.001; d = 0.56), conditions (F(1, 202) = 8.50; p < .01; d = 0.41) and variables (F(1, 202) = 57.64; p <.001; d = 1.04)."

Sigayret 2022 (2)¶

Sigayret, K., Tricot, A., & Blanc, N. (2022). Unplugged or plugged-in programming learning: A comparative experimental study. Computers and Education, 184, 104505. https://doi.org/10.1016/j.compedu.2022.104505

q3 · i3 · causal · r2

Basic exercises showed no significant group difference, while "significant differences for the last two exercises with a rather large effect size (F(1, 202) = 52.46; p < .001; d = 0.95)".

"It can be seen on table 4 that the differences observed between the two groups were not significant with regard to the first two exercises of the Algorithmic Test. However, there were significant differences for the last two exercises with a rather large effect size (F(1, 202) = 52.46; p < .001; d = 0.95)."

Discussion¶

Related Claims¶

• Class-level performance variation is much larger in the unplugged condition than in the plugged-in condition — related
• Plugged-in Scratch learning yields better mastery of computational concepts than unplugged learning in primary students — related
• Motivation drops significantly in the unplugged group but not in the plugged-in group — related