Welcome to the world of unplugged activities! Fun, hands-on and creative screen-free experiences designed to help pupils build computational thinking skills and think like computer scientists!

What is computational thinking?

Computational thinking is a set of problem-solving skills that computer scientists use to break down complex problems and develop logical solutions. But it’s not just for programmers: this way of thinking is useful in everyday life and across different careers. Key elements of computational thinking include:

• Decomposition: breaking down a complex problem into smaller, more manageable parts
• Abstraction: focusing on the most important information while filtering out unnecessary details
• Pattern recognition: identifying similarities, trends or structures that can help solve problems
• Algorithmic thinking: creating logical, step-by-step instructions to solve a problem
• Debugging: finding and fixing errors in a process

Whether pupils are designing a game, solving a maths problem, or simply packing their school bags more efficiently, they’re already using computational thinking.

Why unplugged?

In today’s technology-rich world, it might seem surprising to teach computing without using computers. But unplugged activities do just that: using storytelling, games, role-play and hands-on materials to bring computational ideas to life, all without a screen. These activities are not only fun and engaging, but also highly effective. Here’s why:

• Accessible to all: No internet? No problem. Unplugged activities use simple materials like paper, string or building blocks, making them easy to implement anywhere.
• Promote equity in learning: Not every school has equal access to technology. Unplugged approaches help level the playing field by providing meaningful learning experiences without relying on expensive devices.
• Encourage creativity and collaboration: Without screens, pupils often work together in groups, which promotes teamwork, communication and imaginative thinking.
• Make abstract concepts concrete: Ideas like algorithms, loops and conditionals become easier to understand when pupils can act them out or manipulate physical objects first.

By taking the tech out of computing, at least to start, unplugged activities offer a powerful and inclusive way to build essential thinking skills in learners of all ages.

Bebras-inspired unplugged activities

As part of our EU project, Computational Thinking and Mathematical problem solving, an Analytics Based Learning Environment (CT&MathABLE, https://www.fsf.vu.lt/ct-math-able#about-the-project), we developed a collection of unplugged activities inspired by the types of tasks used in the Bebras Challenge, an international initiative aimed at helping pupils discover their talents and interest in informatics and computational thinking through engaging, logic-based challenges (https://www.bebraschallenge.org).

Our unplugged activities included creative and hands-on tasks such as crocheting hamburgers, decoding secret messages with code words, building fractals using chopsticks and identifying common features in jars of sweets, among many others. These activities were designed to spark curiosity, encourage logical reasoning and make abstract concepts more tangible and accessible.

We invited teachers and pupils across various EU countries to try out these activities in their classrooms. Their feedback was quite positive: they found the tasks not only fun and engaging, but also effective in promoting problem-solving, logical thinking and collaboration. Many participants appreciated how the activities encouraged teamwork and made computational concepts enjoyable and approachable for learners of different ages and backgrounds.

Unplugged activity pilot in Finland

We piloted some of the unplugged activities in Finland with pupils from 5th–8th grades and received positive feedback widely from all learners in the piloting group, who found them fun and engaging. In addition, the teachers found the unplugged tasks approachable and easy to integrate into everyday classroom routines. Compared to computer-based tasks, the unplugged activities required less technical setup and were seen as more accessible, especially for teachers with limited programming experience. The piloted unplugged activities were selected based on the ease of preparation and the simplicity of the rules so that the pilot group would understand them more easily. Here are some examples of the activities from the pilot:

TrueBall is an interactive classroom activity designed to develop pupils’ critical thinking and logical reasoning through collaboration and play. The teacher begins by tossing a ball to a pupil while presenting a statement. The pupil must decide if the statement is true or false and explain their reasoning. Then, they toss the ball to a peer with a new statement, continuing the cycle.

This dynamic exchange promotes analytical thinking, clear communication and peer learning. Statements can vary in complexity, including logical elements like “and” or “not and”, and can be adapted to different subjects such as geometry or numerical reasoning. During the pilot, the activity was evaluated for pupil engagement, logic comprehension and opportunities for improvement, to refine TrueBall as an effective, inclusive tool for developing reasoning skills in a social learning environment.

The ShapeGame is an interactive, hands-on activity that helps pupils explore geometric concepts through visual and spatial reasoning. During the pilot, pupils used cutout shapes to recreate designs shown on cards, focusing on shape, colour and arrangement. Working in pairs, one pupil chose a card while the other built the design, then they switched roles.

This collaborative setup encouraged communication, critical observation and self-assessment. Pupils responded with enthusiasm, enjoying the tactile and social aspects of the task. The activity’s flexibility allowed for variations like group competitions, keeping engagement high. ShapeGame effectively supported shape recognition and spatial thinking while making geometry fun and accessible.

The Tangram activity was identified as the most challenging among the exercises piloted, offering valuable insight into pupils’ spatial reasoning and pattern recognition skills. In this activity, pupils were tasked with using the seven classic Tangram pieces to recreate given shapes.

The piloting process revealed a clear distinction in pupil performance depending on the visual support provided. When the pupils were given outlined versions of the target shapes (where the placement and borders of each piece were subtly visible) they were generally able to complete the task with confidence and accuracy. This format helped guide their understanding of how the pieces fit together and reinforced their spatial perception.

However, when the same shapes were presented as solid silhouettes without any internal outlines (i.e., single coloured shadow images), the task became significantly more difficult. Without the visual cues, the pilot group struggled to identify how the individual Tangram pieces could be arranged to form the desired image. This showed gaps in abstract thinking and highlighted how hard it is to go from following instructions to figuring out patterns on your own.

Despite the difficulty, this activity served as an excellent example during the pilot phase, helping educators assess the depth of pupils’ understanding in geometry and pattern recognition. It also emphasised the importance of scaffolding and gradually increasing task complexity. While challenging, the Tangram activity proved to be a rich and rewarding component of the unplugged curriculum, pushing pupils to develop perseverance, patience and higher-level thinking in an engaging, hands-on format.

In the DrawIt activity, pupils were given a picture drawn on graph paper with a marked starting point. Their task is to write instructions for the pictures using arrows (→↗↘↓↑). Each pupil gives their drawing instructions to a peer, who then produces a drawing following those steps, acting as the tester of the drawing instructions.

Through this activity, they practised a variety of skills, including decomposition, algorithmic thinking and debugging. Moreover, they learned to break down visual information into discrete, repeatable steps and to consider how their instructions conveyed their intent. Additionally, by testing a peer’s instructions, pupils developed their critical thinking and attention to detail.

Overall, pupils found this task enjoyable. It was also easy to differentiate for pupils having different skill levels, for example, by using simpler drawings or by having them create their drawings for which instructions must be written.

The power of unplugged learning

Unplugged activities may look like simple games, but they carry deep educational value and build essential thinking skills like logical reasoning, strategic planning and resilience that lay the foundation for more advanced computing concepts. These screen-free tasks also promote collaboration and create a playful, low-pressure environment where students can experiment, make mistakes and build confidence.

Importantly, unplugged activities aren’t a substitute for digital tools; they complement them. They often serve as an entry point into computing, especially for younger learners or those who might feel overwhelmed by technology. Many teachers use unplugged tasks to introduce key ideas before moving on to digital tools, a strategy that supports deeper understanding, greater engagement and more inclusive learning.

Final thoughts: Unplug to spark big thinking

In a world increasingly shaped by digital technology, it’s refreshing and remarkably effective to take a step back from screens and focus on the thinking behind the tech. Unplugged activities make computational thinking tangible, playful and accessible to all learners.

For parents and educators looking to get started, here are a few simple tips:

• Start small: Choose age-appropriate activities with clear, simple steps.
• Celebrate mistakes: Treat debugging as part of the fun, as it’s how real learning happens.
• Make connections: Relate activities to everyday tasks, apps, or games pupils already know.
• Blend approaches: Once pupils are ready, combine unplugged tasks with digital tools.
• Keep it fun: Curiosity and enjoyment are the fuel for deeper thinking.

So next time you want to help a pupil think like a computer scientist, skip the screen. Pick up some paper, a deck of cards or just your imagination. Sometimes the best way to understand technology is to unplug from it.