research-article

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

Authors:

Alexandros Merkouris,

Konstantinos Chorianopoulos,

Achilles KameasAuthors Info & Claims

ACM Transactions on Computing Education (TOCE), Volume 17, Issue 2

Article No.: 9, Pages 1 - 22

https://doi.org/10.1145/3025013

Published: 23 May 2017 Publication History

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.

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Cited By

Gursch SRobinig SRatschiller PKutschera SSlany W(2024)From Smartphone to Fabric: Mobile Embroidery ProgrammingMedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung10.21240/mpaed/56/2024.03.20.X56(457-478)Online publication date: 20-Mar-2024
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Spieler BSchifferle TDahinden M(2024)‹Making im Unterricht›MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung10.21240/mpaed/56/2024.02.14.X56(331-363)Online publication date: 14-Feb-2024
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Kim KKwon K(2024)Designing an Inclusive Artificial Intelligence (AI) Curriculum for Elementary Students to Address Gender Differences With Collaborative and Tangible ApproachesJournal of Educational Computing Research10.1177/0735633124127105962:7(1837-1864)Online publication date: 28-Aug-2024
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Index Terms

Teaching Programming in Secondary Education Through Embodied Computing Platforms: Robotics and Wearables
1. Computer systems organization
  1. Embedded and cyber-physical systems
    1. Robotics
2. Social and professional topics
  1. Professional topics
    1. Computing education

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Published In

cover image ACM Transactions on Computing Education

ACM Transactions on Computing Education Volume 17, Issue 2

June 2017

107 pages

EISSN:1946-6226

DOI:10.1145/3090098

Editor:
Chris Hundhausen
Washington State University, USA

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Copyright © 2017 ACM.

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Association for Computing Machinery

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Publication History

Published: 23 May 2017

Accepted: 01 October 2016

Revised: 01 September 2016

Received: 01 September 2015

Published in TOCE Volume 17, Issue 2

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Cited By

Gursch SRobinig SRatschiller PKutschera SSlany W(2024)From Smartphone to Fabric: Mobile Embroidery ProgrammingMedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung10.21240/mpaed/56/2024.03.20.X56(457-478)Online publication date: 20-Mar-2024
https://doi.org/10.21240/mpaed/56/2024.03.20.X
Spieler BSchifferle TDahinden M(2024)‹Making im Unterricht›MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung10.21240/mpaed/56/2024.02.14.X56(331-363)Online publication date: 14-Feb-2024
https://doi.org/10.21240/mpaed/56/2024.02.14.X
Kim KKwon K(2024)Designing an Inclusive Artificial Intelligence (AI) Curriculum for Elementary Students to Address Gender Differences With Collaborative and Tangible ApproachesJournal of Educational Computing Research10.1177/0735633124127105962:7(1837-1864)Online publication date: 28-Aug-2024
https://doi.org/10.1177/07356331241271059
Seraj MVerano Merino MRahimi EOchoa Venegas LHermans FBohrer R(2024)Programming Smart Objects: How Young Learners’ Programming Skills, Attitudes, and Perception Are InfluencedProceedings of the 2024 ACM SIGPLAN International Symposium on SPLASH-E10.1145/3689493.3689982(45-55)Online publication date: 17-Oct-2024
https://dl.acm.org/doi/10.1145/3689493.3689982
Underwood LFinney JRubegni EHodges S(2024)Tangible tools for data science educationProceedings of the 19th WiPSCE Conference on Primary and Secondary Computing Education Research10.1145/3677619.3678134(1-2)Online publication date: 16-Sep-2024
https://dl.acm.org/doi/10.1145/3677619.3678134
Alam AMohanty A(2024)Integrated constructive robotics in education (ICRE) model: a paradigmatic framework for transformative learning in educational ecosystemCogent Education10.1080/2331186X.2024.232448711:1Online publication date: 11-Mar-2024
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Wang YXie B(2024)Can robot-supported learning enhance computational thinking? –A meta-analysisThinking Skills and Creativity10.1016/j.tsc.2024.101528(101528)Online publication date: Apr-2024
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Grubišić VCrnokić B(2024)A Systematic Review of Robotics’ Transformative Role in EducationDigital Transformation in Education and Artificial Intelligence Application10.1007/978-3-031-62058-4_16(257-272)Online publication date: 3-Jul-2024
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Govender RGovender D(2023)Using Robotics in the Learning of Computer Programming: Student Experiences Based on Experiential Learning CyclesEducation Sciences10.3390/educsci1303032213:3(322)Online publication date: 21-Mar-2023
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Chu SGarcia BRani N(2023)Research on wearable technologies for learning: a systematic reviewFrontiers in Education10.3389/feduc.2023.12703898Online publication date: 9-Nov-2023
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