Learning computational thinking through Robotic

Competitions
G. Sai Pranava,d , M. V. Virajb,d , G. Saieeshc,d,∗
a th
9 class, Sharada Mandir School, Goa-403001, India.
b th
9 class, Dr. K. B. Hedgewar Vidyamandir, Goa -403505, India
c
Directorate of Education, Government of Goa, 403502, India
d
LegoGoa, Community Club, Goa, India

Abstract

Computational thinking (CT) is a necessity to achieve success in any Robotic

competition (RC). RC is an exciting and playful tool to learn STEM con-
cepts (Science, Technology, Engineering and Mathematics). At school, these
subjects are often taught in the classroom with meager hands-on experience.
This makes understanding the concepts more challenging. We have been
participating in various Robotics competitions for the last 7 years. Each
competition has a set of tasks to be completed. This enforces need-based
learning, which makes learning playful and meaningful, rather than studying
in the four walls of the classroom. We see the direct application of abstract
concepts to solve the real-world tasks specified in the competitions. Following
the principles of CT, each challenge is broken down into sub-tasks, analysed
logically, and solutions are implemented in time–cost efficient methods. Thus,
these competitions gave us a holistic approach and made us understand Why
we learn and what we learn.....

∗
Corresponding Author
Email address: gsaieesh@gmail.com (G. Saieesh)

March 31, 2024

 Keywords Robotic Competitions, Computational thinking, STEM

1. Background

We are a part of the LegoGoa club. This non-commercial, parent-led

community club focuses on preparing school children to participate in various
competitions based on computational thinking and robotics. Since 2017,
this club has actively participated in and organised STEM-based activities.
The club has numerous students from different schools, grades, and socio-
economic backgrounds. The club is very inclusive and flexible in terms of
student participation. Students come together based on the requirements of
the competition, their convenience, skill, strength, and interests.
LegoGoa, being a parent-led club, has a few parents with their passion
and skill set who take up the roles of mentors. The club does not follow
a formal teaching process. The students are encouraged to self-learn, with
mentors taking up the roles of non-formal guides. Advice and suggestions
from external experts are sought whenever required. Based on the necessity,
the students have been advised to enroll in technical skill-based courses.

2. Implementation

We generally focus on annual National and International competitions

like World Robot Olympiad (WRO), FIRST Lego League (FLL), FIRST
Tech Challenge (FTC), FIRST Robotic Challenge (FRC), FIRST Global
Challenge(FGC) and MakeX. Each of these competitions, has a specific set
of challenges and for different ages groups. The problem statement, consisting

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of set of tasks are announced online. Teams from different parts of the world
work on the same challenge. Teams build and code a Robot that can perform
the tasks specified in the challenge and compete on friendly environment.
Each task has a well defined scoring system and based on how many tasks
the Robot completes in the given time frame the teams are awarded points.

2.1. Challenges

During each competition, we face a different set of problems and chal-

lenges. Some of them are listed below:

• The team constitution changes frequently.

• Each of the team member has his own skill, strength and weakness

• Channelizing these varied skills into a cohesive and constructive team.

• Striking a balance between the academics and time-demanding compe-

titions.

• Demands high level of creativity and problem solving attitude.

3. Impact and analysis

These competitions require a high level of computational thinking. Once

the challenge is announced, the entire team brainstorms the challenge. The
team first analyses the problem statement and the availability of resources
(both technical and human resources). If the resources are insufficient, the
methods of acquiring the required resources are discussed. The challenge
is then subdivided into sub-tasks and arranged logically and sequentially.

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The sub-tasks are divided amongst the team members depending on skill,
interest and availability based on their academic calendar. As the solution is
not unique, the team brainstorms possible solutions and conducts the SWOT
analysis. The short-listed solution is then prototyped, tested and corrected.
This iteration continues until the best possible solution is obtained.
For example, in the present study, we briefly describe our FGC 2023
competition and one sub-task in detail. The theme of the challenge was
Hydrogen Horizons. The duration of the game is 2 minutes and 30 seconds.
There are 36 oxygen atoms (big blue balls) and 72 hydrogen atoms (small
green balls) placed at centre of the game field. The Robot has to pick the
balls, segregate them, and then drop the hydrogen and oxygen balls in their
respective tanks. This primary task was divided into the following:

• Build a Robot whose movement can be controlled –Drivetrain

– 4, 6 or 8 wheel drivetrain

– Omni wheel drivetrain

– West coast drivetrain

• Pick the balls – intake Mechanism

– Pick either small or big balls

– Pick both the balls and then separate

• Separate the balls – Segregator Mechanism

– Based on the colour or size

• Tanks to store the picked up balls – Storage Mechanism

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 • Drop the balls in the respective tanks

– Shoot the balls –Shooter Mechanism

– Drop the balls – Lift Mechanism

Thus, the main task of FGC was divided into five sub-tasks. Here, we will
explain one sub-task i.e., drivetrain. We looked at five different drivetrains,
analysed their advantages and disadvantages (for details, see https://www.
saipranav.com/2024/03/comparisons-of-various-drivetrains-for.html)
and arrived at a drivetrain that cherrypicks the advantages of 3 different
drivetrains. The final version of the drivetrain consists of 6 wheels, with a
strategic combination of omni wheels and drop-mounted centre wheels. This
design seamlessly integrates the versatility of omni wheel drivetrain with the
stability and agility of the west coast drivetrain. The finalised drivetrain was
then put to the prototyping stage, wherein 6 different combinations of wheels
were tested for stability, speed and turning efficiency of the Robot. Figure 1
shows the current drawn by the motors while under motion, which serves as
an indicator of the efficiency of the Robot.

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Figure 1: The current drawn by 5 different wheel combinations of the drivetrain, (i) All
grip - all tyres are grip wheels. (ii) Front Omni - The front two wheels are Omni wheels.
(iii) Back Omni - The back two wheels are omni wheels. (iv) Corner Omni - the four
wheels in the corners are omni wheels. (v) Double Traction - the middle wheels are a
stack of two traction wheels. This wheel combination draws the least current and is thus
chosen.

This process embodies the creative computational problem-solving (CCPS)

model of Chevalier et al. (2020) and is a blend of computational principles
with creative problem-solving strategies (Figure 2). The interaction between
the phases is dynamic, and transition from one to another is possible. The
first three phases involve understanding the problem, generating ideas, and
deciding on a plan of action. The fourth and fifth phases involve the execu-
tion and evaluation of the ideas. The last phase includes off-task behaviour
of the Robot or the students. Hence, we state that RC act as effective tool
to unravel concepts of Computational Thinking.

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Figure 2: The 6 different phases that students go through in their journey of RC. This is
very close to real world process that are followed in any industry. This figure is inspired
from Chevalier et al. (2020).

4. Conclusions

In summary, RC make learning a playful experience. They foster students

to develop computational techniques and help them understand the underly-
ing concepts. This non-formal teaching aid has an added advantage creating
of stress free environment for students and hence should be encouraged in all
the schools. We learn all the processes followed in the real-world technology
industries at a miniature level during these competitions.

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Acknowledgments

G. Sai Pranav acknowledges The Principal, Sharada Mandir School, Goa

for the continuous support and encouragement through out his journey. M.
Viraj acknowledges The Principal, Dr. K. B. Hedgewar Vidyamandir, Goa
for continuous encouragement and support.

References

Chevalier, M., Giang, C., Piatti, A., Mondada, F., 2020. Fostering com-
putational thinking through educational robotics: a model for creative
computational problem solving. International Journal of STEM Education
volume 7 (39), https://doi.org/10.1186/s40594-020-00238-z.