Learning Computer Programming with Autonomous Robots

2008

How to use computers in primary schools is often discussed among those involved in education. In our project we introduce robot programming in order to give both children and teachers the opportunity of concretely approaching the basics of informatics as a science while performing activities concerning the standard curricula subjects. Fundamental components of our proposal are: a) the use of different types of small autonomous robots as computer systems children develop programs for, b) programming with a textual, Logolike language in order to avoid problems due to the language in use during first programming activities, c) a cross-disciplinary didactical methodology where each robot activity is a learning environment nurturing as its principal concern concepts from traditional primary school subjects, such as mathematics, physics, geography, music. Also grammar and linguistic abilities are concerned because the programming language introduction is harmonized with pupils learning of...

Object-oriented programming (OOP) abstract concepts are often difficult to understand for students, since it is not easy to find the equivalence of such concepts in daily life. In this paper we will study if an interdisciplinary approach based on an introduction to robotics and robot programming helps the student in acquiring the OOP concepts. For our experiments, we selected a sample of thirty individuals among students with an adequate knowledge of procedural programming. This sample was divided into two groups of fifteen students each: for the first one we used a standard introductory approach to C#, whereas for the second one we developed an experimental course that included a demonstration program that illustrated OOP basic concepts using the features of a specific type of commercial ball-shaped robot with sensing, wireless communication and output capabilities. After the courses, both groups were evaluated by completing a multiple-choice exam and a C# programming exercise. Our results show that the student group that attended the course including the robot demo showed a higher interest level (i.e. they felt more motivated) than those students that attended the standard introductory C# course. Furthermore, the students from the experimental group also achieved an overall better mark.

Traditional computer programming is typically taught in class room using hypothetical examples that does not go beyond the keyboard and the monitor of the machine. While this approach may be useful to some extent, it certainly does not provide the students a real world experience with real systems that demand serious responsibility, hardware intimacy, coding with physical consequences and high-impact feedback. In this paper, we are presenting the efforts of the Computer Science and Information Systems (CSIS) department at the American University of Kuwait (AUK) to adopt this philosophy in establishing a new robotics course that involves real world robotic and physical computing programming. The structure of the course, the design of the lab experiments and the hardware and software are discussed. Strategies and objectives throughout the course development process are clearly defined to maximize the effectiveness of the new learning experience and environment. This work is hoped to be a reliable example for other CSIS departments to follow and implement.

Computational Thinking skills are basic and important to manipulate computers. Currently, several systems exist to provide a effective way to learn programming that use computers, smartphones, tablets, or programmable robots. Although studies have reported improved programming skills and motivation to learn programming using an on-screen application or a programmable robot, the benefits of these tools have not been directly compared.

31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings (Cat. No.01CH37193)

As part of an ongoing initiative to continually revise and improve its introductory computer science courses, the Electrical Engineering and Computer Science Department at the United States Military Academy has added the use of LEGO Mindstorm robots as part of the active-learning environment used to teach Information Technology IT and programming basics. It is critical for the Army and the Nation that its future leaders understand and are capable of taking advantage of IT. All cadets at the United States Military Academy at West Point are required to take a course on IT and problem solving using computer programming. This course is an important first, and sometimes only, opportunity to expose undergraduate students to technology and concepts that will be a part of their daily lives and future careers. The LEGO Mindstorm robots are used in the introductory computer science course to teach fundamental computer programming concepts and introduce the concepts of autonomous vehicles, embedded computer systems and computer simulation. The positive short-term impact on the students taking the course has been substantial and while the long-term impact has yet to be measured, it also has the potential to be substantial. Members of the faculty at West Point developed a computer simulation of the robot environment as well as a Java programming language translator for the LEGO programmable brick, called the RCX. These two tools are combined into a unique programming and teaching environment that we named Jago. Jago enables the robots and robot simulator to be used to teach fundamental programming concepts visually, which some students can more easily grasp and all are clearly excited to use. Based on these results we have incorporated Jago into the core IT course taught at West Point.

2013

in this paper the new methods and devices introduced into the learning process of programming for IT engineers at our college is described. Based on our previous research results we supposed that project methods and some new devices can reduce programming problems during the first term. These problems are rooted in the difficulties of abstract thinking and they can cause the decrease of programming self-concept and other learning motives. We redesigned the traditional learning environment. As a constructive approach project method was used. Our students worked in groups of two or three; small problems were solved after every lesson. In the problem solving process students use programmable robots (e.g. Surveyor, LEGO NXT and RCX). They had to plan their program, solve some technical problems and test their solution. The usability of mobile robots in the learning process and the short-term efficiency of our teaching method were checked with a control group after a semester (n = 149). ...

Informatics in Education, 2010

In this article we try to show how new devices and methods can help in the education of programming. At Kecskemét College programmable mobile robots and instead of behavioral, the constructivist pedagogical methods were used. Our experiments have proved our hypothesis as the improved new methodical education using devices can give more practical programming knowledge, increases the attitude towards programming and helps to have positive programming self-image. The results of the experimental and control groups were compared at the beginning and at the end of semester, when the programming knowledge and motives were measured. During the learning process only the experimental groups used devices and new methods.

2014 International Conference on Data and Software Engineering (ICODSE), 2014

The paper proposes a mobile robot platform that uses Robot Operating System as a core and aims at improving the educational experience of computer science courses. In comparison to other education robotics projects, the advantage of our platform is a bundle of smart engineering solutions that allow simulating sensors using a single camera. The field of camera's view covers the whole platform and the captured video is processed with the proposed computer vision algorithm. Thus such educational tasks as line follower, maze exit finder, vacuum cleaner or game of tag are easily implementable. Moreover, the robots are accessed via the network that allows students to program and test their algorithms from various locations making this platform suitable for online classes.

International Conference on Informatics in Secondary Schools, 2008

We propose a technology education curriculum for lower secondary school students using an autonomous mobile robot with an arm. The purpose of our curriculum is to teach the concept of systems that work with mechanics, electricity and computers. For this purpose, we have developed a control board and a computer language for an autonomous mobile robot with an arm. The benefit of this kind of robot is that students have to seriously think about the program for controlling the arm to lift and carry objects. This kind of serious thought is not necessary in programming simple mobile robots without arms[1]. In this paper, we will report a test conducted to evaluate our teaching materials and lessons in lower secondary school. As a result, our technology education curriculum satisfies requirements for students that have more incentives to learn the concept of systems.

Computer, 2010

Problem solving is an important skill for a computer scientist.Mindstorm based robots have been used previously,for teaching programming to computing and engineering students here we look at problem solving.These approaches focus upon the development of problem solving skills and not on learning a new programming language from the outset.Therefore,initially,any programming is kept simple with the minimum of commands,with 'objects' unknowingly used,as these are later introduced/learnt during the programming stage of the computing module.This work suggests that using LEGO robots within the teaching of problem solving and the resulting java GUI emulation has some benefits for the students when learning to program.

Turkish Online Journal of Qualitative Inquiry

The present study aimed to determine the success and views of students receiving education on programming with robots. In the study, which was carried out with the mixed research method, the data were collected via a creative problem-solving test, applied performance evaluation test for programming with robots, a semi-structured interview form. The creative problem-solving skills test was taken from PISA 2012 conducted by OECD. The study was carried out with 9 secondary school students. In the application process, first, the students were asked to fill in the creative problem-solving test. The creative problem-solving test included interactive simulations in online environment and questions regarding these simulations. Following this, the students were given education on programming with robots for one week. At the end of this education, a performance evaluation test regarding this education was given. Lastly, an interview form was used to determine the students' views about the activity carried out.

2009

In the teaching of engineering and computing, one of the major difficulties in modern education is to create an environment to motivate the student to learn, allowing them to assimilate the abstractions of Computer Science with playful and practical actions, The use of robotics in educational environments has proven to be an appropriate tool for the development of activities that involve creating, designing and planning, thereby facilitating the teaching-learning process and further expanding the integration between different areas of knowledge. Robotics in the educational context is called educational robotic and can be defined as an environment acquisition of concepts through mechanical devices, allowing development of logical reasoning and creativity, besides being a multidisciplinary tool for learning. Our goal in this work is to provide an environment for open source programming by using robotics in education and help students to improve their learning of programming languages and software engineering disciplines through a study case where we used the Lego Mindstorms Educational Kit.

Despite the fact that it has been a few years since robotics entered the school and offered new learning opportunities, educational robotics usually is offered in the context of extra-curricular activity (e.g. a " club ") which addresses a limited number of students and participation is based on student personal interest. In this paper we explore the potential of ER when it is integrated in the typical school curriculum. In the study we report here, we integrated ER in the computer science curriculum and all students of a 9 th grade class engaged with robotics activities. The rationale underlying the study, is that robotics can be used as a medium to motivate students in engaging with programming and support them to negotiate real life problems. Analysis of the data collected, indicate that ER when integrated with the computer science curriculum, can create a rich learning environment where programming is contextualized and students are highly motivated to engage and negotiate important STEM concepts.

Journal of Automation and Control Engineering, 2014

The paper proposes a mobile robot platform that uses Robot Operating System as a core and aims at improving the educational experience of computer science courses. In comparison to other education robotics projects, the advantage of our platform is a bundle of smart engineering solutions that allow simulating sensors using a single camera. The field of camera's view covers the whole platform and the captured video is processed with the proposed computer vision algorithm. Thus such educational tasks as line follower, maze exit finder, vacuum cleaner or game of tag are easily implementable. Moreover, the robots are accessed via the network that allows students to program and test their algorithms from various locations making this platform suitable for online classes.

2013