Introducing computer programming to secondary school students using mobile robots

Jawawi, Dayang Norhayati Abang; Mamat, Rosbi; Ridzuan, Fakhitah; Khatibsyarbini, Muhammad; Zaki, Muhammad

doi:10.1109/ascc.2015.7244750

Cited by 12 publications

(5 citation statements)

References 3 publications

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“…Similarly, it was found that hologram technology is used to teach real objects by being supported with different tools (Walker, 2012) and that this technology enables to establish three-dimensional interaction (Barkhaya and Halim, 2017). It was also determined in the literature that, the interaction ensured with sensors connected to the Arduino helped students understand and comprehend the lesson better (Hertzog and Swart, 2016); rendered students more active (Jawawi et al, 2015) and had a positive impact on their putting theories into practise (Slåttsveen et al, 2016). In this way, it is possible to support the learning process by allowing students to learn through practise and experience with the help of sensors placed in the material set.…”

Section: Discussionmentioning

confidence: 99%

A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set

Turan Güntepe,

Keleş

2023

Int. J. of Cont. Edu. Res.

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This study aims to design an educational process for teaching scientific concepts during the preschool period based on the instructional design model of Seels and Glasgow and to evaluate its effectiveness. For this purpose, a material set incorporating a teacher's manual and interactive holographic materials was developed. The teacher's manual developed has an inquiry-based approach according to which scientific concepts are structured in line with scientific information. Expert opinions were obtained regarding the developed material set. It was determined that the material set developed in line with expert opinions may be supportive in teaching scientific concepts in the preschool period. Moreover, it was found that the developed material set helped the concretization of abstract concepts that are difficult to observe and that require a process and assisted the children in constructing scientific information in their minds by way of generating realistic three-dimensional images. It is anticipated that, with the interactive holographic material set developed during the research, the lack of materials and scientific information in the preschool teaching process of scientific concepts may be prevented.

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Section: Discussionmentioning

confidence: 99%

A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set

Turan Güntepe,

Keleş

2023

Int. J. of Cont. Edu. Res.

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“…RoboKar has been used in numerous outreach demonstrations and activities on programming. According to analysis conducted throughout previous robotic program, majority of program participants were interested in learning more about programming [25]. It illustrates that the usage of RoboKar for teaching introductory programming has been proven to be effective.…”

Section: Learning Tool Of Ctermentioning

confidence: 99%

Adaptive learning framework for learning computational thinking using educational robotics

Jamal,

Jawawi,

Hassan

et al. 2024

Comp Applic In Engineering

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Computational thinking (CT) has been promoted worldwide by educational systems and is an essential skill for technological citizens. Various strategies have been planned and developed to help in introducing, improving, and delivering CT. One of the strategies is by creating and developing the supporting tools for CT learning. In this article, educational robotics (ER) is chosen as the focus tool to support CT learning. Each CT and ER has a massive field of study. There are various available reports determining the suitability of CT subject integrated with ER for students' learning. However, all students do not develop similar style of learning and thinking. There is difference in their personal traits. There is a lack of research that designed CT learning through ER specifically based on student's preferences. Besides, it resulted in a challenge to determine the suitability of CT and ER for different kind of preferences. Therefore, this study aimed to develop an adaptive learning (AL) framework for students to deliver learning of CT through ER. The framework consists of three submodels: domain model, student model, and adaptation model. One case study is defined, which is learning the introductory level of CT through ER (CTER). At the end of the study, it can be observed that the AL framework produced positive results in performance and perception for various student categories. It was noted that students utilizing the AL framework had superior understanding of CTER. Individually or collaboratively, all students who applied or did not apply the AL framework in studying the CTER introduction had positive learning outcomes.

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“…Realizing the benefits of robots in teaching, in 2008, Universiti Teknologi Malaysia (UTM) has introduced ER in a formal class education for computing students, and in 2012, ER Co-Curricular Service-Learning program [12] was initiated for teaching problem solving and computer programming for school students. A mobile robot called Ro-boKar has been used as a tool for educational purposes to promote computer programming to the community including school and college students.…”

Section: Fig 1 Evolution Of Educational Roboticsmentioning

confidence: 99%

Nurturing Secondary School Student Computational Thinking Through Educational Robotics

Jawawi

Jamal

Halim

et al. 2022

Int. J. Emerg. Technol. Learn.

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Digital literacy is becoming a key factor in today’s digital revolution age. Computational Thinking (CT) is a new digital literacy that is gradually being introduced in the school curriculum due to its applicability in the daily problem-solving process. Educational Robotics (ER) has been increasingly used as a pedagogical tool to attract students to learn computer programming, and when integrated with CT, they can be used to develop high-order thinking skills. However, intertwining between CT and ER remains a challenge for teachers. This paper describes a method to expose secondary school children to CT concepts and skills through ER learning activities. The method integrates the four CT core concepts, which are problem analysis and algorithm; abstraction; pattern recognition; and decomposition, in a two days’ ER workshop implementation. The result of the study shows that the method of integrating CT with ER has the potential to nurture students’ CT and programming skills. This study shows a statistically significant increase in the students' understanding of the two CT concepts which are pattern recognition and decomposition concepts.

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Introducing computer programming to secondary school students using mobile robots

Cited by 12 publications

References 3 publications

A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set

A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set

Adaptive learning framework for learning computational thinking using educational robotics

Nurturing Secondary School Student Computational Thinking Through Educational Robotics

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