The impact of a board game on introducing fundamental programming concepts at the beginning level

Abstract

This work analyzes the introduction of fundamental computing concepts at the initial level through a board game developed for this purpose called Pilas Bloques Desenchufado (Piles, Blocks, Unplugged, PBD). The proposal allows children to explore concepts such as sequence and repetition in an unplugged and tangible way through an immersive playful experience. The study was conducted at a school in the province of Córdoba, with students and teachers from classes for 3, 4, and 5-year-olds. Different game modes were implemented, and teachers received specific training. Multiple-choice tests and classroom observations were used to analyze student learning. The results show that students were able to incorporate concepts such as sequence, plot, and, in some cases, repetition. However, it was evident that conceptual appropriation was greater in classes where teachers dedicated more classes and went deeper into teaching these topics using the tangible modality, allowing students to work steadily with the challenges of the game. This study reinforces the importance of combining unplugged and tangible approaches in teaching programming at early ages and highlights the key role of teacher time in promoting learning. It also contributes to three major questions for educational policy in the sector: at what educational level should programming concepts be introduced? How much time should these contents be included in the curriculum? And is it possible to teach computing without computers?