Algorithmic Bricks: A Tangible Robot Programming Tool for Elementary School Students

Tangible programming tools enable children to easily learn the programming process, previously considered to be difficult for them. While various tangible programming tools have been developed, there is still a lack of available tools to help students experience the general programming process. This...

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Vydáno v:IEEE transactions on education Ročník 55; číslo 4; s. 474 - 479
Hlavní autoři: Kwon, Dai-Young, Kim, Han-Sung, Shim, Jae-Kwoun, Lee, Won-Gyu
Médium: Journal Article
Jazyk:angličtina
Vydáno: IEEE 01.11.2012
Institute of Electrical and Electronics Engineers, Inc
Témata:
Comparative Analysis
Computer Interfaces
Computer Science Education
Computer System Design
Control Groups
Debugging
educational robot
Elementary School Students
Experimental Groups
Foreign Countries
Grade 1
Instructional Design
Instructional Effectiveness
Joining processes
Pretests Posttests
procedural programming
Programming
Programming Languages
Programming profession
Robotics
Robots
South Korea
tangible user interface
Teaching Methods
Usability
User interfaces
South Korea
ISSN:0018-9359, 1557-9638
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Popis
Shrnutí:Tangible programming tools enable children to easily learn the programming process, previously considered to be difficult for them. While various tangible programming tools have been developed, there is still a lack of available tools to help students experience the general programming process. This study therefore developed a tool called Algorithmic Bricks (A-Bricks), to improve the programming language experience by considering and utilizing characteristics of procedural language. Specifically, elements such as sequence, repetition, condition, function, and parameter were used to develop A-Bricks. In addition, this study observed the benefits of A-Bricks and confirmed its potential as a tangible educational programming tool by comparing and analyzing elementary school students using A-Bricks to control groups using Scratch.
ISSN:0018-9359
1557-9638
DOI:10.1109/TE.2012.2190071