Akademik Veri Yönetim Sistemi
ENTERTAINMENT COMPUTING, cilt.57, 2026 (SCI-Expanded, Scopus)
The pedagogy of programming education is an evolving field. In addition to traditional instructional methods, emerging approaches such as AI-assisted coding provide new opportunities for novice programmers. On the other hand, the digital divide remains a challenge for disadvantaged learners. Computer science unplugged (CS-Unplugged) activities are a way to reduce the gap, and this study offers a sustainable approach by combining CS-Unplugged with traditional street games. The aim of the study is to demonstrate whether the traditional street games facilitate the transition through block-based programming. Unlike previous studies, the combined approach provides a complete guide based on fundamental concepts of computer science. The research design is an embedded mixed design. The experimental group first played the game and then completed tasks on Scratch, whereas the control group completed tasks without playing the game. The findings indicated that the experimental group outperformed the control group in block-based activities, regardless of task difficulty. The code blocks were much more detailed in the experiment group. The qualitative analysis pointed out that students were both physically and cognitively active. Even the shy students, who had previously refused to participate, were involved in the games. Increased motivation, attention, collaboration, and strategy construction were the most frequently observed patterns.