Unplugged coding and game-based learning in primary education: A collaborative design escape room approach to foster computational thinking and cross-curricular learning

This study examines the integration of unplugged coding within a Game Based Learning framework using collaboratively designed Escape Rooms in primary education. Twelve students (aged 8-10) were randomly assigned to create either a physical Escape Room with unplugged coding activities or a digital Escape Room without coding, both addressing English vocabulary on food. No significant between-group differences emerged in Computational Thinking performance (both M = 20.67) or vocabulary learning (G1: M = 23.17; G2: M = 23.67), although the study was underpowered to detect small-to-medium effects. A strong positive correlation was observed between CT and vocabulary scores in the unplugged group (rho = .814, p = .049), suggesting a potential association between CT processes and disciplinary learning, though this finding requires replication with larger samples. Qualitative data revealed high engagement, collaboration, and motivation in both groups. Teacher survey data (N = 10) indicated active prior CT implementation in the school (80% of teachers), potentially explaining comparable outcomes. Findings demonstrate that unplugged coding integrated with narrative-based GBL can foster both CT engagement and cross-curricular learning, offering an accessible approach for primary contexts.