Experiences Incorporating Lego Mindstorms Robots in the Basic Programming Syllabus: Lessons Learned

Álvarez, Ainhoa

doi:10.1007/s10846-015-0202-6

Cited by 24 publications

(16 citation statements)

References 16 publications

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“…All these findings are supported by those obtained in other related studies which revealed that programming with robots contributes to students' motivation (Álvarez & Larrañaga, 2015;Kurebayashi et al, 2009;Liu et al, 2013;Major et al, 2012;Patterson, 2011). Lastly, the students were asked to report their views about the spread of programming education with robots in future, and all the students reported that such educations should be spread.…”

Section: Students' Views About Education On Programming With Robotssupporting

confidence: 83%

“…In the study, a significant increase was observed in the students' motivations and in their perceptions of their own learning, and a decrease was found in their drop-outs of the course. On the other hand, in the same study, no significant difference was found between the experimental and control groups with respect to the students' levels of academic achievement (Álvarez & Larrañaga, 2015).…”

Section: Introductionmentioning

confidence: 72%

“…Traditional programming languages are likely to be found too complex and hard to learn by K12 students (elementary school, secondary school and high school students) (Álvarez & Larrañaga, 2015;Kelleher & Pausch, 2005;Kurebayashi, Kamada, & Kanemune, 2009;Major, Kyriacou, & Brereton, 2012). This situation causes students to end up with failure in courses of introduction to traditional programming and thus to develop negative attitudes towards courses of programming (Ala-Mutka, 2004;Korkmaz, 2016;Robins, Rountree, & Rountree, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Education on Programming with Robots: Examining Students’ Experiences and Views

Çankaya¹,

Durak²,

Yünkül³

2017

Turkish Online Journal of Qualitative Inquiry

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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. 429 Consequently, depending on the results of the applied performance evaluation test, the education could be said to be beneficial. As a result of the correlation test conducted, a moderate level of positive significant relationship was found between the students' creative problemsolving skills and their performance scores. When the students' responses to the interview questions were examined, it was revealed that the students generally had positive attitudes and that the education given was motivating and entertaining and contributed to their learning of programming.

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Section: Students' Views About Education On Programming With Robotssupporting

confidence: 83%

Section: Introductionmentioning

confidence: 72%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Education on Programming with Robots: Examining Students’ Experiences and Views

Çankaya¹,

Durak²,

Yünkül³

2017

Turkish Online Journal of Qualitative Inquiry

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“…Many of us believed that robotics provides a source of energy that can be used to motivate children's learning. In general, results of past studies showed a learning gain with the use of robotics (e.g., Álvarez & Larrañaga, 2016;Atmatzidou et al, 2018;Toh et al, 2016). However, some other studies also found that there are indeed cases where the use of robotics has not brought any significant increase in young students' learning (e.g., Barker & Ansorge, 2007;Hussain, Lindh, & Shukur, 2006;Lindh & Holgersson, 2007;Nugent, Barker, Grandgenett, & Adamchuk, 2009;Sullivan, 2008;Williams et al, 2007).…”

Section: Discussionmentioning

confidence: 91%

Nurture interest-driven creators in programmable robotics education: an empirical investigation in primary school settings

Kong

Wang

2019

RPTEL

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In response to the call from the founders of the Interest-Driven Creator (IDC) theory, this study aimed to explore the relationship of the interest loop with creativity in the context of robotics education. Specifically, we designed a programmable robotics course for primary school students. We attempted to explore in detail how interest loop, i.e., triggering interest, immersing interest, and extending interest, exerts influences on students' robotics creation. Eight hundred one online questionnaires were collected from students who participated in our designed programmable robotics activities. Confirmatory factor analysis (CFA) was first used for validation of each study variable, and results suggested a good fit of the study variables in terms of convergent and discriminant validity. Then, structural equation modeling (SEM) was conducted for examining the potential relationships between them, and results indicated significant and positive paths from triggering interest to immersing interest, and from immersing interest to extending interest, suggesting the valid theoretical proposition of interest loop of IDC theory. In addition, immersing interest is positively related to robotics creation, which in turn increases the chance of extending interest. Our findings suggested the importance of raising students' interest in robotics learning such that young students can become life-long interestdriven creators. Implications of the study were discussed at the end of the paper.

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“…Wheeled robots have been used as teaching aids for decades, but it has only been the last 10 years that small-scale, low-cost platforms have become widely available [23][24][25]. Platforms such as LEGO Mindstorms allow quick and easy access to robotics and their underpinning subjects across the education spectrum [26,27]. For more advanced users, the e-puck became one of the first commercial platforms to have an associated robotics syllabus with it [23].…”

Section: Robotics In Educationmentioning

confidence: 99%

Mona: an Affordable Open-Source Mobile Robot for Education and Research

Arvin

Espinosa

Bird

et al. 2018

J Intell Robot Syst

116

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Mobile robots are playing a significant role in Higher Education science and engineering teaching, as they offer a flexible platform to explore and teach a wide-range of topics such as mechanics, electronics and software. Unfortunately the widespread adoption is limited by their high cost and the complexity of user interfaces and programming tools. To overcome these issues, a new affordable, adaptable and easy-to-use robotic platform is proposed. Mona is a low-cost, open-source and open-hardware mobile robot, which has been developed to be compatible with a number of standard programming environments. The robot has been successfully used for both education and research at The University of Manchester, UK.

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Experiences Incorporating Lego Mindstorms Robots in the Basic Programming Syllabus: Lessons Learned

Cited by 24 publications

References 16 publications

Education on Programming with Robots: Examining Students’ Experiences and Views

Education on Programming with Robots: Examining Students’ Experiences and Views

Nurture interest-driven creators in programmable robotics education: an empirical investigation in primary school settings

Mona: an Affordable Open-Source Mobile Robot for Education and Research

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