In this project we introduced students to coding via analog board games. Then students played digital instantiations of those board games. While students played the digital versions of the game, teachers leveraged similarities between the board game and the digital environment to introduce programming concepts. Finally, students created their own digital board games, applying the programming concepts that they learned in the first two parts. This project was implemented in both the students’ classroom and library time. Classroom time was used to introduced the target concepts, while library time was used to apply what was learned in the classroom. We measured student self-efficacy, interest, and perceived support around computing in both enactments of this project. Further, in the second enactment we collected data related to student learning.The first enactment included 8-weeks of instruction, while the second enactment was reduced to 7-weeks. While the overall structure of intervention was similar across the two enactments we did make changes based on the first enactment. Further, there are several variables that are similar across both data sets, however changes were made in the second data to remove some variables and to add exit tickets that measured student interest during library time. For a more detailed description of the project please visit our website:

Author ORCID Identifier

Victor R. Lee

Mimi Recker

Jody Clark-Midura



Document Type




File Format

.txt, .xlsx, .pdf

Publication Date



NSF, Division of Research on Learning in Formal and Informal Settings (DRL)


Utah State University

Embargo Period


Award Number

NSF, Division of Research on Learning in Formal and Informal Settings (DRL) 1837224

Award Title

Developing board games and learning materials to support 5th grade students' connected learning around computational thinking and coding


A paper-based survey was administered at the beginning (pre) and the end (post) of the project. All data was then transferred to an excel file.

Referenced by

Lee, Victor R., Poole, Frederick, Clarke-Midura, Jody, Recker, Mimi, & Rasmussen, Melissa. (2020). Introducing Coding through Tabletop Board Games and Their Digital Instantiations across Elementary Classrooms and School Libraries. SIGCSE ’20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education. doi:10.1145/3328778.3366917

Start Date


End Date




Code Lists

Code lists for each .xlsx file are included the the respective tab labeled "key." (See note in README.txt file.)


***Data is under embargo until 2022/12/31***

This database contains six files, three files for two schools where the project was implemented. There is a pre- and post-survey and dataset for school 1 and for school 2. Each data set is in the format of an excel file and each excel file has two tabs. The first tab has the anonymized data sets and the second tab contains a key with descriptions of the variables collected.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.



Available for download on Saturday, December 31, 2022

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