Due to the COVID-19 pandemic, courses for all ages in many countries moved online. The ability to use information technology fluently for learning has become a vital issue. Whether students can develop computational thinking (CT) literacy in online or offline learning environments is investigated. Two web games, Rummikub and Robozzle, are applied to teach computational thinking through Google Meet, Google Classroom, and offline live teaching. The results indicate that offline training activities are more appropriate for middle school students.

As information explosion and algorithms are proliferated in the digital age, computational thinking becomes more critical. Nevertheless, most activities that promote computational thinking are always presented in a programming or block language, which tends to horrify students. This study aimed to develop a series of non-programmed, computational-thinking training activities to demonstrate if they improve students’ computational thinking skills without writing code. In the meantime, it is checked whether students’ learning styles influence their outcomes. After an investigation consisting of a 16 h gamified learning session, we observed that students’ computational thinking skills improved overall. Furthermore, the initial learning style of the students influenced the effect of different dimensions of computational thinking in the learning procedures.