This study presents the design and implementation of an unplugged programming workshop using a robot toy, aimed at fostering programming-oriented thinking in upper elementary school students. To make the
workshop more approachable for those unfamiliar with programming, activities were included in which participants
decorated their playfield using block toys, thereby enhancing engagement with the tasks addressed during the
workshop. The workshop involved not only children but also their parents to investigate the potential for continued
learning within the home environment. Based on pre- and post-workshop questionnaires completed by the ten
participating children, seven reported increased confidence in programming, and two maintained already high levels
of confidence, suggesting that the workshop design generally supported learner motivation. However, one child
experienced a decrease in confidence, possibly due to failing to complete the assigned goal-oriented task, implying
that allowing students to decide their own goals according to their level of understanding, rather than assigning
uniform tasks, may be a more effective instructional approach. Furthermore, post-workshop questionnaire responses
from the ten parents who participated alongside their children indicated that merely attending the workshop together
may not be sufficient for parents to fully understand the educational content and to provide appropriate support at
home.