Culturally Situated Computational Thinking: Interactive Physical Computing in Cultural K-12 Contexts

This systematic literature review examines interactive physical computing methods that promote computational thinking (CT) and enhance student engagement in K-12 education, with a particular focus on non-native English-speaking contexts. An analysis of 67 ACM publications (2015-2025) reveals that robotics and tangible interfaces effectively boost CT skills, motivation, and engagement. Critical gaps identified include inadequate integration of culturally familiar narratives, local languages, and relevant ethical values. Significant disparities exist in geographical representation, participant demographics, and inclusive pedagogies tailored to diverse learners. The review highlights an urgent need for culturally situated designs and practices that actively involve local educational stakeholders. Consequently, this paper proposes a targeted research agenda to develop educational technologies explicitly designed to enhance the experiences of non-native English-speaking learners. This agenda aims to advance inclusive, culturally responsive, and globally applicable interaction design paradigms within the TEI and broader HCI communities.