Publication Type

Conference Proceeding Article

Version

acceptedVersion

Publication Date

12-2018

Abstract

This study reports the use of a physical robot and robot simulator in an introductory programming course in a university and measures students' programming background conceptual learning gain and learning experience. One group used physical robots in their lessons to complete programming assignments, while the other group used robot simulators. We are interested in finding out if there is any difference in the learning gain and experiences between those that use physical robots as compared to robot simulators. Our results suggest that there is no significant difference in terms of students' learning between the two approaches. However, the control group that uses the physical robot shows a more positive response in their attitudes towards computing. We discuss the implications of our findings in relation to engaging students and challenges in using physical robots from the learner perspectives and ways to alleviate this. Finally, by considering the insights from students' comments, we also suggest an alternative that may give both benefits of using both physical robots and robot simulators.

Keywords

programming, robotics, simulator, computational thinking

Discipline

Artificial Intelligence and Robotics | Higher Education | Programming Languages and Compilers | Software Engineering

Research Areas

Software and Cyber-Physical Systems

Publication

2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE): Wollongong, Australia, 4-7 December: Proceedings

First Page

486

Last Page

493

ISBN

9781538665220

Identifier

10.1109/TALE.2018.8615190

Publisher

IEEE

City or Country

Piscataway, NJ

Embargo Period

6-23-2021

Copyright Owner and License

Authors

Additional URL

https://doi.org/10.1109/TALE.2018.8615190

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