Teaching Programming in Secondary Education through Embodied Computing Platforms: Robotics and Wearables

Autor/inn/en	Merkouris, Alexandros; Chorianopoulos, Konstantinos; Kameas, Achilles
Titel	Teaching Programming in Secondary Education through Embodied Computing Platforms: Robotics and Wearables
Quelle	In: ACM Transactions on Computing Education, 17 (2017) 2, Artikel 9 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
DOI	10.1145/3025013
Schlagwörter	Computer Science Education; Programming; Robotics; Computers; Emotional Response; Learner Engagement; Instructional Effectiveness; Performance Factors; Gender Differences; Instructional Materials; Early Adolescents; Computer Attitudes; Thinking Skills; Self Efficacy; Electronics; Intention; Middle School Students + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Programmierung; Robotertechnik; Digitalrechner; Emotionales Verhalten; Unterrichtserfolg; Leistungsindikator; Geschlechterkonflikt; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Denkfähigkeit; Self-efficacy; Selbstwirksamkeit; Elektronik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Pedagogy has emphasized that physical representations and tangible interactive objects benefit learning especially for young students. There are many tangible hardware platforms for introducing computer programming to children, but there is limited comparative evaluation of them in the context of a formal classroom. In this work, we explore the benefits of learning to code for tangible computers, such as robots and wearable computers, in comparison to programming for the desktop computer. For this purpose, 36 students participated in a within-groups study that involved three types of target computer platform tangibility: (1) desktop, (2) wearable, and (3) robotic. We employed similar blocks-based visual programming environments, and we measured emotional engagement, attitudes, and computer programming performance. We found that students were more engaged by and had a higher intention of learning programming with the robotic rather than the desktop computer. Furthermore, tangible computing platforms, either robot or wearable, did not affect the students' performance in learning basic computational concepts (e.g., sequence, repeat, and decision). Our findings suggest that computer programming should be introduced through multiple target platforms (e.g., robots, smartphones, wearables) to engage children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01