scholarly journals Educational Robotics and Tangible Devices for Promoting Computational Thinking

2021 ◽  
Vol 8 ◽  
Author(s):  
Matthias G. Funk ◽  
Jose Manuel Cascalho ◽  
Ana Isabel Santos ◽  
Armando B. Mendes
Keyword(s):  
Programming Languages ◽  
Computational Thinking ◽  
Learning Activities ◽  
Robotic Systems ◽  
Educational Robotics ◽  
Graphical Programming ◽  
Output Device ◽  
Graphical Simulation ◽  
Tangible Programming ◽  
Digital Skills

Recently, efforts have been made to add programming activities to the curriculum that promote computational thinking and foster 21st-century digital skills. One of the programming modalities is the use of Tangible Programming Languages (TPL), used in activities with 4+ year old children. In this review, we analyze solutions proposed for TPL in different contexts crossing them with non-TPL solutions, like Graphical Programming Languages (GPL). We start to characterize features of language interaction, their use, and what learning activities are associated with them. Then, in a diagram, we show a relation between the complexity of the languages with factors such as target age and output device types. We provide an analysis considering the type of input (e.g., TPL versus GPL) and output devices (e.g., physical robot versus graphical simulation) and evaluate their contribution to further insights about the general trends with respect to educational robotic systems. Finally, we discuss the opportunities to extend and improve TPLs based on the different solutions identified.

Educational Robotics and Computational Thinking Development

2020 ◽  
pp. 310-338
Author(s):  
Timoleon Theofanellis ◽  
Evagelia Voulgari ◽  
Savvas Tsolakis
Keyword(s):  
Pattern Recognition ◽  
Problem Solving ◽  
Computational Thinking ◽  
Robotic Systems ◽  
Educational Robotics ◽  
Two Systems ◽  
Do It Yourself ◽  
Problem Solving Process ◽  
The Way

Computational thinking (CT) is a problem-solving process that refers to characteristics such as de-composition, abstraction, pattern recognition, and algorithms. This chapter focuses on educational robotics and their use in developing CT. Firstly, the importance of CT is analyzed along with the way it is applied in the classroom. It goes on discussing the way the introduction of educational robotic systems in education affect CT and the importance of the do-it-yourself philosophy. It presents two widely used educational robotic systems follows, Arduino and Lego EV3, along with examples of their relationship with CT development. The chapter finishes with a comparison of the two systems regarding the easiness and difficulties of using them.

scholarly journals The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school

2022 ◽  
pp. 104431
Author(s):  
Morgane Chevalier ◽  
Christian Giang ◽  
Laila El-Hamamsy ◽  
Evgeniia Bonnet ◽  
Vaios Papaspyros ◽  
...  
Keyword(s):  
Primary School ◽  
Computational Thinking ◽  
Learning Activities ◽  
Educational Robotics

Computer Science Unplugged: A Systematic Literature Review

2021 ◽  
pp. 004723952110188
Author(s):  
Ali Battal ◽  
Gülgün Afacan Adanır ◽  
Yasemin Gülbahar
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Inclusion Criteria ◽  
Relevant Research ◽  
Tangible Programming ◽  
Review Procedure ◽  
Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

Combining Webduino Programming With Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction Among High School Students

2021 ◽  
pp. 073563312110399
Author(s):  
Ting-Ting Wu ◽  
Jian-Ming Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Programming Languages ◽  
Situated Learning ◽  
Learning Strategy ◽  
Computational Thinking ◽  
Learning Motivation ◽  
School Students ◽  
Study Results ◽  
Significant Difference

Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students’ CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction.

scholarly journals UMA ABORDAGEM CONSTRUTIVISTA NO ENSINO DE ALGORITMOS E LÓGICA DE PROGRAMAÇÃO COM O AUXÍLIO DE UMA FERRAMENTA GAMIFICADA

e-xacta ◽  
2019 ◽  
Vol 12 (1) ◽  
pp. 29
Author(s):  
Rodrigo Perlin ◽  
Ricardo Tombesi Macedo ◽  
Sidnei Renato Silveira
Keyword(s):  
Programming Languages ◽  
Learning Process ◽  
Computational Thinking ◽  
Constructivist Theory ◽  
Teaching Methodologies ◽  
Innovative Teaching ◽  
In The Beginning ◽  
Python Programming ◽  
Programming Courses

Ao analisar os esforços para apoiar os processos de ensino e de aprendizagem de algoritmos e lógica de programação, encontram-se estudos envolvendo a aplicação de diferentes ferramentas, tais como o Scratch e o Algo+. Além disso, existem trabalhos que propõem uma reorganização dos conteúdos e a aplicação de metodologias de ensino inovadoras. Nesse contexto, este artigo propõe uma abordagem para apoiar os processos de ensino e de aprendizagem de algoritmos e lógica de programação baseada na teoria construtivista, utilizando a ferramenta P.e.p.y, a qual implementa o conceito de gamificação. Para validar essa proposta, bem como a ferramenta desenvolvida, foi realizado um estudo de caso. A aplicação dos instrumentos no início e no final do estudo de caso, apontam percentuais elevados de compreensão dos conceitos de lógica de programação e da linguagem de programação Python. Os resultados apontam que a aplicação da ferramenta auxiliou os alunos a desenvolver o pensamento computacional, uma área que vem sendo estimulada pela SBC (Sociedade Brasileira de Computação) e que a abordagem proposta estimula os processos de ensino e de aprendizagem por meio da ferramenta P.e.p.y. AbstractBy analyzing efforts to support learning process applied to logic and programming courses, there are studies involving the employment of different tools, such as Scratch and Algo+. Besides, there are works proposing the content reorganization and the employment of innovative teaching methodologies. In this context, this paper proposes an approach to support algorithms learning process based on constructivist theory through the use P.e.p.y tool, which implements the gamification concept. In order to validate this proposal, as well as the implemented tool, it was performed a case study. The instruments application in the beginning and in the end of the case study indicates elevated perceptual of comprehension of logic and Python programming languages concepts. Results indicate that the tool application supported students to develop the computational thinking, a field highly stimulated by the SBC, the Brazilian Computing Society, and that the proposed approach stimulates the learning processes through the P.e.p.y tool employment. 

Introduction to Computational Thinking With MI-GO

2019 ◽  
pp. 110-137
Author(s):  
Maria José de Miranda Nazaré Loureiro ◽  
Filipe T. Tavares Moreira ◽  
Susana Senos
Keyword(s):  
Computational Thinking ◽  
Qualitative Approach ◽  
The Other ◽  
Case Study Methodology ◽  
Young Learners ◽  
Other Hand ◽  
Tangible Programming ◽  
Study Methodology ◽  
Young Students

The present study is part of a research about computational thinking and tangible robotics. A robot in development in Portugal, MI-GO robot, is part of the basis of this research. The objective is to determine the attitude of young students concerning tangible robots and to observe in what measure they contribute to the development of their STEM skills. On the other hand, it also aims to know what are the opinions of educators, teachers, and researchers concerning MI-GO's characteristics and what is their value, adequacy and suitability for the educational grades of young learners (from 5 to 10). The study consists on a qualitative approach based in a case study methodology, using the techniques of questionnaire and observation. At first the data reveal a clear adhesion to the robot and tangible programming by learners, and the researchers that analyzed the device consider it was a very adequate one and presented several suggestions to improve it.

Educational Robotics for Creating Effective Computer Science Learning for All

2021 ◽  
pp. 44-69
Author(s):  
Amy Eguchi
Keyword(s):  
Computer Science ◽  
Effective Teachers ◽  
Computational Thinking ◽  
Thinking Skills ◽  
People Of Color ◽  
Underrepresented Minorities ◽  
Educational Robotics ◽  
Learning Tool ◽  
Real Picture ◽  
K 12

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.

Educational Robotics for Creating Effective Computer Science Learning for All

2022 ◽  
pp. 756-781
Author(s):  
Amy Eguchi
Keyword(s):  
Computer Science ◽  
Effective Teachers ◽  
Computational Thinking ◽  
Thinking Skills ◽  
People Of Color ◽  
Underrepresented Minorities ◽  
Educational Robotics ◽  
Learning Tool ◽  
Real Picture ◽  
K 12

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.

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