Introduction to Robotics: Importance of a Summer Camp as a Recruiting Tool for Future University Students

Alvarez, Irvin J. Balaguer

doi:10.1109/rita.2017.2697739

Cited by 11 publications

(1 citation statement)

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“…ERs have also proven to be prolific when it comes to the range of contexts in which they can successfully be implemented. Prior studies have provided evidence for the latter in school settings (Bers & Urrea, 2000; Dias et al, 2005), technical and vocational schools (Alimisis et al, 2005), after‐school programmes (Barker & Ansorge, 2007; Rusk et al, 2008), summer camps (Balaguer Álvarez, 2017; Barger et al, 2011; van Delden & Yang, 2014), and in more innovative settings such as in project‐based learning environments (Carbonaro et al, 2004) and various STEM fields (Nugent et al, 2010; Williams et al, 2007). For example, Ericson and McKlin (2012) reported positive attitude changes and an increase in conceptual understanding after students from summer camps engaged in creative computing tasks using PicoCrickets, LEGO NXT kits and LEGO WeDO kits to design a musical pickle, spin art and a plane.…”

Section: Literature Reviewmentioning

confidence: 99%

Experimenting with computational thinking for knowledge transfer in engineering robotics

Chichekian,

Trudeau,

Jawhar

et al. 2023

Computer Assisted Learning

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BackgroundDespite its obvious relevance to computer science, computational thinking (CT) is transdisciplinary with the potential of impacting one's analytical ability. Although countless efforts have been invested across K‐12 education, there is a paucity of research at the postsecondary level about the extent to which CT can contribute to sustainable learning outcomes.ObjectivesThe current study examines how a series of Arduino‐based robotics learning activities capture the fuller essence of concepts related to CT.MethodsCollege students (n = 50) completed a series of six robotics learning activities. Think‐alouds, student reflections and performance scores were used to assess students' CT through a robotics challenge in virtual and physical learning environments.Results and ConclusionsStudents verbalized CT concepts related to algorithmic thinking much more than abstraction, problem decomposition and testing and debugging. Students exposed to active learning performed better in a virtual robotics challenge compared to their peers in a traditional‐oriented classroom. Students' scores on the physical robotics challenge increased as a function of the number of references they made to CT concepts during the think‐alouds. It is possible to design pedagogical experiences that tap into various dimensions of CT at incremental levels of complexity through a series of Arduino‐based robotics activities. With the integration of an online simulation, students can visualize and transfer their CT skills between a virtual and physical learning environment, thus leading to more sustainable learning outcomes.

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