Computer Science Unplugged approaches have a long tradition in Computing Education for rendering abstract concepts tangible. While numerous studies demonstrate their pedagogical potential, a critical question remains: when and how should these activities be optimally sequenced within classroom instruction? This paper investigates this gap by comparing game-first versus theory-first instructional sequencing using an unplugged board game centered on blockchain technology.

This paper reports on the findings from a pilot program implementing the new interdisciplinary subject ''Digital World'' for fifth and sixth graders across 64 schools in the state of Hesse, Germany. The new subject combines computer science education with practical application skills and critical thinking skills regarding digital technologies. The project-based learning approaches in the subject promote the combination of digital phenomena with the sustainable development goals. The key topics of ''Digital World'' include 1) ''Computers Everywhere'', 2) ''Information & Data'', 3) ''Basics of Programming'' and 4) ''Networks''. Following the interdisciplinary approach, students explore these key topics through three lenses: technological, user-oriented, and socio-cultural. This paper investigates a) how one year of teaching ''Digital World'' changes fifth grade students' self-efficacy regarding the four topics and the three different perspectives, as well as their subject interest; b) the relationship between the reported self-efficacy for the different aspects and the reported subject interest of the students. The results indicate a positive shift in self-efficacy for the key topics as well as for the perspectives while subject interest showed a downwards trend. There seem to be strong connection between the different aspects of the digital world as well as a moderate correlation to subject interest. These results strengthen the argument for interdisciplinary subjects, but leave room for motivating approaches towards teaching about the digital world.

As innovative classrooms start integrating new educational media, most informatics educators rely on classic computer rooms. Even though computers might still be seen as the main tool for representing and processing information, contemporary classrooms should include a variety of media to enable theoretical and hands-on approaches alike, and collaborative learning settings. To design the Engaging Computer Science Education Laboratory (ECSE Lab) at the Goethe University Frankfurt, we conducted a mixed-methods study on how future Computer Science classrooms should be designed according to 33 informatics preservice teachers and how such a didactical laboratory can support teacher education. The quantitative questionnaire results show that: 1) While the computer remains the most preferred tool, preservice teachers would like Computer Science Education classrooms to be equipped with a variety of other analog and digital media. 2) Different topics of Computer Science Education require diverse media uses. 3) Even though opinions differ regarding the ideal seating arrangements, more than half of the students prefer group settings. A qualitative data analysis from an open padlet indicates that the uses of such a didactical laboratory comprise especially experimenting with media, realizing new ideas for teaching practices, preparing classes, studying, and the use as a seminar room. Practical implications from these results are: The ECSE Lab (see Figure 1) will be equipped with a variety of analog media (whiteboards, a moderation kit, craft materials) and digital media (stationary computers, a projector, interactive whiteboards, laptops, microcontrollers, tablets, smartphones, cameras) as well as flexible furniture to allow situation-based settings.