Description

Background and motivation

In the Swiss primary curriculum, core programming concepts are typically introduced only in grade 5. However, this introduction often assumes prior knowledge and skills that students have not yet developed. While younger learners in grades 1 and 2 engage with logical thinking tasks like sorting and following instructions, fundamental concepts such as sequences, loops, conditions, and events are frequently missing from early learning experiences.

This lack of early exposure can result in low confidence, cognitive overload, and limited motivation when students encounter programming tools for the first time. Addressing this gap requires age-appropriate, engaging, and low-threshold resources that introduce programming concepts in a playful and meaningful way.

The IMPACT+ project builds on the success of a first development phase, which took place between June and December 2024. A fully unplugged, analog board game was developed to introduce key programming concepts to 3rd and 4th graders in a playful and story-based format. The development followed an Educational Design Research (EDR) methodology and included a structured literature review, consultations with didactic experts, and iterative classroom testing. The prototype was implemented in eight 4th-grade classrooms with a total of 161 students. The preliminary evaluation showed strong engagement, high age-appropriateness, and clear potential for fostering programming-related skills. The results of this first phase are publicly accessible in the interim project report and further described on the PH Zürich project site:

Interim project report

Aims of IMPACT+

The current phase of the IMPACT+ project (2025–2026) builds directly on the findings of the initial development and testing phase and focuses on the further development, hybridisation, and classroom evaluation of the board game. First, the analog game will be optimised based on detailed feedback from classroom observations and learner input. This includes refining the game mechanics, improving the visual design of the board and cards, and introducing differentiated levels and challenge types to better support diverse learners.

Second, a lightweight digital companion will be developed to enrich the analog gameplay experience. This web-based component will not replace the board game but serve as a narrative and explanatory layer. It will guide learners through the story world, provide onboarding support, and offer contextual explanations of programming concepts. The digital layer is designed to enhance engagement and motivation while maintaining the low-threshold, unplugged nature of the core learning experience.

Third, the project will create comprehensive teaching materials to accompany the game. These will include preparation and reflection guides, optional challenges, and editable templates to support localisation and adaptation. All materials, including the game itself, will be published as Open Educational Resources (OER), enabling free and flexible classroom implementation across diverse school contexts.

Finally, the revised hybrid version of the game will be evaluated in authentic classroom settings. The evaluation will involve 2–4 classes and include qualitative interviews with teachers and classroom observations. The study will examine pedagogical quality, conceptual clarity, learner engagement, and the usability of both the analog and digital components. The findings will guide further iterations of the game and lay the groundwork for a future study on the transferability of unplugged learning to digital programming environments.

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