The effectiveness of simulated robots for supporting the learning of introductory programming: a multi-case case study

Abstract

This work investigates the effectiveness of simulated robots as tools to support the learning of programming. After the completion of a Systematic Review and exploratory research a multi-case case study was undertaken. A simulator, named Kebot, was developed and used to run four ten-hour programming workshops. Twenty-three student participants (aged sixteen to eighteen) in addition to twenty-three pre-service, and three in-service, teachers took part. The effectiveness of this intervention was determined by considering opinions, attitudes and motivation as well as by analysing students' programming performance. Preand post-questionnaires, in-and postworkshop exercises and interviews were used. Participants enjoyed learning using the simulator and believed the approach to be valuable and engaging. The performance of students indicates that the simulator aids learning as most completed tasks to a satisfactory standard. Evidence suggests robot simulators can offer an effective means of introducing programming. Recommendations to support the development of other simulators are provided.

Self-efficacy and engagement as predictors of student programming performance: An international perspective

“…The positive relationship between enjoyment and programming grade supports the findings from the published literature on learning theory that found positive correlations between enjoyment and performance (Frenzel et al, 2007;Pekrun et al, 2002). In addition, the recently published literature on computer programming found a relationship between enjoyment and learning programming when learning interventions such as pair programming (Liebenberg et al, 2012;Maguire, Maguire, Hyland, & Marshall, 2014), or new programming tools were introduced (Bishop-Clark et al, 2007;Major, Kyriacou, & Brereton, 2014). However, these studies did not examine the relationship between enjoyment and programming performance.…”

Ferramentas de Apoio ao Ensino Introdutório de Programação: um Mapeamento Sistemático

“…Code e Blockly, apresentadas em (JÚNIOR et al, 2019) auxiliou os estudantes em suas habilidades de rastreio de variáveis, contribuindo também para que os docentes identificassem erros de rastreio e fluxo nos códigos de seus alunos ao prover feedback. O uso de simuladores de robôs em (MAJOR et al, 2014) possibilitou que os discentes testados completassem mais tarefas de programação, aumentando também seu prazer ao programar. A revisão sistemática realizada por Major et al 2012 apontou que robôs são ferramentas eficazes, podendo auxiliar programadores iniciantes em seus estudos.…”

An overview of teacher training programs in educational robotics: characteristics, best practices and recommendations

“…In the research studies we selected, the educational backgrounds of the participants differ substantially. In some studies, for example, the participants are ICT teachers/teacher candidates (von Wangenheim et al 2017;Major et al 2014;Major et al 2011), while in others they are teachers of STEM subjects (Goodale 2013;Hodges et al 2016;Kay and Moss 2012;Nagchaudhuri and Mitra 2007) or from a variety of subject areas (Gilkes et al 2014;Hamner et al 2016;Leonard et al 2017;Riedo et al 2012;Scaradozzi et al 2019). The participants' prior experience with programming also varies from study to study.…”

“…the participants had no prior programming or robotics experience. On the other hand, inMajor et al (2011) andMajor et al (2014) most trainees had programming experience, while inZhou et al (2015) most participants had experience in facilitating robotics clubs during the previous school year. Despite the heterogeneity in the participants' educational backgrounds and programming experience, several studies in our sample have one point in common, i.e.…”