Fostering Computational Thinking With Arduino and Lego Mindstorms

2021 ◽  
pp. 183-208
Author(s):  
Savvas Tsolakis ◽  
Timoleon Theofanellis ◽  
Evagelia Voulgari
Keyword(s):  
Communities Of Practice ◽  
Computational Thinking ◽  
Educational Robotics ◽  
Programming Environments ◽  
Constructional Part ◽  
Lego Mindstorms ◽  
Do It Yourself ◽  
Block Based

Educational robotics (ER) can be of great assistance to educators who aim to develop their students' computational thinking (CT) skills. The ideas of decomposing a problem, handling it more abstractly, looking for patterns, and creating algorithms for the solution can easily be explained through ER. The ER constructional part could be enhanced by DIY (do it yourself) trend and CoP (communities of practice) interactions while block-based or even text-based programming environments are used to program them. In this chapter, the authors present the most commonly used ER platforms, Arduino and Lego Mindstorms, as well as two projects that illustrate how CT characteristics are elicited by them.

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.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

scholarly journals Leveraging Graphical User Interface Automation for Generic Robot Programming

Robotics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 3
Author(s):  
Tudor B. Ionescu
Keyword(s):  
User Interface ◽  
Graphical User Interface ◽  
Programming Models ◽  
Shop Floor ◽  
Robot Programming ◽  
User Interactions ◽  
Programming Environments ◽  
Automated Generation ◽  
Novel Approach ◽  
Block Based

A novel approach to generic (or generalized) robot programming and a novel simplified, block-based programming environment, called “Assembly”, are introduced. The approach leverages the newest graphical user interface automation tools and techniques to generate programs in various proprietary robot programming environments by emulating user interactions in those environments. The “Assembly” tool is used to generate robot-independent intermediary program models, which are translated into robot-specific programs using a graphical user interface automation toolchain. The generalizability of the approach to list, tree, and block-based programming is assessed using three different robot programming environments, two of which are proprietary. The results of this evaluation suggest that the proposed approach is feasible for an entire range of programming models and thus enables the generation of programs in various proprietary robot programming environments. In educational settings, the automated generation of programs fosters learning different robot programming models by example. For experts, the proposed approach provides a means for generating program (or task) templates, which can be adjusted to the needs of the application at hand on the shop floor.

An analysis of block-based programming environments for CS1

2020 ◽  
Author(s):  
Luiz Carlos Begosso ◽  
Luiz Ricardo Begosso ◽  
Natalia Aragao Christ
Keyword(s):  
Programming Environments ◽  
Block Based

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.

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