Learning Programming Using Educational Robotics

The Effect of Robotic Coding (Mblock -Arduino) Activities on Students' Self-efficacy and Attitudes, 2022

The purpose of this study is to determine the effect of robotic activities (mblock-arduino) on students' attitudes towards coding and their self-efficacy. Within the scope of the study, 14-week robotic coding activities were planned, followed by 43 8 th grade students. Qualitative research method was used in this study. In order to collect the research data, self-proficiency perception scale for block-based programming and robotics attitude scale were applied as pre-test and post-test. For dependent samples, t-test was applied and analyses were performed. According to the findings of the study, there was a significant increase in students' positive attitudes towards coding, and students' self-efficacy for coding. Robotic coding (mblock-Arduino) trainings were given and activities were made within the scope of these trainings. 5 activities related to robotic coding were performed. mBlock-Arduino for robotic coding and Fritzing programs for circuit diagram were taught. According to the findings of the research, after teaching programming with robotic coding activities, there was a significant increase in students' positive attitudes towards coding, students' self-efficacy for coding, and students' permanent learning.

Iraqi Journal for Computer Science and Mathematics

The Fourth Industrial Revolution (IR4.0) has shifted the mindsets of engineering students on the importance of IT skills for current and future engineering related jobs. Nowadays, programming is the most fundamental skill that needs to be learnt by the students using mBot technology. The mBot technology is consider as programmable educational robot designed for beginners to learn basic programming concepts which can be assessed and evaluated via bloom's taxonomy framework. It can be a daunting task to learn programming, especially to new students who do not have any prior experience in coding. Average and low performing students are lacking algorithmic skills, where they could not visualize how the programming concepts work. Therefore, this paper presents the effectiveness of using robot to improve students’ learning of the programming concepts. In designing the learning modules, bloom’s taxonomy model and problem-based learning are adopted using mBot. Moreover, a low-cost and p...

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.

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.

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.

International Journal of Artificial Intelligence, 2020

This paper discusses learning theories, STEM, educational robotics as well as the current generation of students found in classrooms by reviewing previous and current academic literature on these topics, to assist in ascertaining the current advancements and theories related to the Robot-based learning approach as well as how these advancements have helped improve this approach and enabled educators to better make use of it. Furthermore, this paper reviews previous academic literature on computer programming to discuss the current learning approaches in use and the kind of learning tools being utilized. Once this topics are reviewed the reader can have a clear picture of the learning approach, what learning theory does it belong too, the type of students found in the classroom as well as what motivates them and the subject that is being taught as well as the different learning tools for this subject. The reader will also learn why improving the effectiveness of how programming is le...

2023

This research investigates the use of the 'Sphero SPRK+' robot as a programming assistant to enhance conceptual understanding and engagement in programming education. The research addresses the challenges of teaching programming and underlines the significance of students understanding programming structures, semantics, syntax and planning. The Sphero robot offers multiple programming options, including graphic blocks, a pictorial command line, and text commands, catering to diverse learning styles. The approach of the study is based on a cognitive learning model, with the Sphero robot providing immediate feedback throughout practising. The experiment incorporates two groups: one using Blocks and the other using JavaScript code with Sphero's assistance. Results suggest that using Sphero SPRK robot enhances programming learning outcomes, particularly for novice learners. Participants express satisfaction with the engaging and practical learning experience, favouring the ease of Blocks for learning programming logic. The study provides significance for educational settings and emphasises the value of robotics and block-based programming in promoting algorithmic thinking and computational skills.

Within the last 20 years or so, a great many research projects have investigated the role that robotics can play at all levels of education. The literature regarding research in this area indicates that robotics is used in education with several aims, such as teaching various scientific, design-based and mathematical principles through experimentation (Rogers and Portsmore 2004), thereby developing students’ ability to solve mathematical and logical problems (Lindh and Holgersson (2007), enhancing their critical thinking skills (Ricca et al. 2006), motivating them to pursue careers in science and technology and increasing their technological literacy (Ruiz-del-Solar and Avilés 2004). Robotics can also serve to engage students (Robinson 2005) and promote their skills and spirit of collaboration (Chambers et al. 2007). Moreover, robotics may be effective for at-risk or under-privileged student populations (Robinson 2005; Rogers and Portsmore 2004)...

2005

The teaching of programming in the Greek education system begins at the secondary level. The aims of the programming syllabus include the attainment of knowledge and skills, which are related to problem solving and the design of algorithms. In order to acquire the students knowledge and skills, the usual approach that is followed is: the use of a programming language of general aim (Pascal, Basic, etc), the use of a professional environment for this programming language, the development of programs that solve problems which treat numbers and symbols. According to researches that have been realized, this approach of teaching programming to beginners constitutes important factor that complicates its learning. In this work we propose a framework of teaching the programming fundamentals to beginners that is based on using LEGO Mindstorms technology. This paper analyzes the results from a pilot research that was carried out on Greek secondary school students.

Journal on Educational Resources in Computing, 2002

We report the results of a year-long experiment in the use of robots to teach computer science. Our data set compares results from over 800 students on identical tests from both robotics and nonrobotics-based laboratory sessions. We also examine the effectiveness of robots in encouraging students to select computer science or computer engineering as a field of study. Our results are negative: test scores were lower in the robotics sections than in the nonrobotics ones, nor did the use of robots have any measurable effect on students' choice of discipline. We believe the most significant factor that accounts for this is the lack of a simulator for our robotics programming system. Students in robotics sections must run and debug their programs on robots during assigned lab times, and are therefore deprived of both reflective time and the rapid compile-run-debug cycle outside of class that is an important part of the learning process. We discuss this and other issues, and suggest directions for future work.

Education Sciences

The understanding of basic constructs in computer programming has always been seen by students as challenging, especially for novice programmers with no prior exposure at the school level. This paper emanates from a larger study and sets out to explore the use of robotics to enhance the learning of computer programming by asking: what are students’ experiences of using robotics when learning to program? Guided by Kolb’s Experiential Learning Cycle, a series of workshops were conducted that promotes hands-on learning and encourages the use of tools in the learning process for knowledge development. The site for this study was a university campus in KwaZulu-Natal, South Africa. The sample was composed of 75 students, most of whom were first-year students who had just started a computer course and had no prior exposure to Computer Programming. The findings showed that the meaningful adoption of Kolb’s experiential learning has proven to be successful in the progressional development of...

This paper presents a newly-developed robotics programming course and reports the initial results of software engineering education in robotics context. Robotics programming, as a multidisciplinary course, puts equal emphasis on software engineering and robotics. It teaches students proper software engineering-in particular, modularity and documentation-by having them implement four core robotics algorithms for an educational robot. To evaluate the effect of software engineering education in robotics context, we analyze pre-and post-class survey data and the four assignments our students completed for the course. The analysis suggests that the students acquired an understanding of software engineering techniques and principles.

2011

In this paper we will discuss the experience of using simple robotics projects to introduce first year students to engineering. The key learning objectives and tools used to implement them and the evaluation results will be detailed. Evaluation results show that robotics projects are effective in engaging the students and an effective active learning tool.

Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, 2016

Analysing the attitude of students towards robots when lectured on programming by robotic or human teachers. In F. J. García-Peñalvo (Ed.

International Conference on Informatics in Secondary Schools, 2006

This paper reports on a programming lesson using autonomous robots in junior high school. First, the design of the low cost circuit board for the lesson is described. The structure of a general programming language “Dolittle” which controls a robot is also explained. Then, we introduce lessons of manufacturing and controlling robots in “Information and Computer” area of “Technology and Home Economics” subject for students (from 14 to 15 years old). From the result of the lessons we found that (1) learning programming is “hard fun” for students and (2) robot programming is effective for students those who have difficulties in learning. We propose introduction of learning programming with autonomous robots to IT education of junior high school.