Motivating programming students by problem based learning and LEGO robots

Lykke, Marianne; Coto, Mayela; Mora, Sonia; Vandel, Niels; Jantzen, Christian

doi:10.1109/educon.2014.6826146

Cited by 34 publications

(14 citation statements)

References 28 publications

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“…The students' expectations that education on programming with robots would be difficult are parallel to the findings of other studies reported in related literature (Liang et al, 2013;Lykke et al, 2014). One reason for such expectations could be the fact that robots have a mechanically complex structure.…”

Section: Students' Views About Education On Programming With Robotssupporting

confidence: 73%

“…Depending on this situation, it could be stated that the education the students took was beneficial. In most of the studies reported in related literature (Kurebayashi et al, 2009;Liang et al, 2013;Liu et al, 2013;Lykke et al, 2014;Major et al, 2012;Patterson, 2011), findings supporting the situation in question were obtained.…”

Section: Findings and Discussionmentioning

confidence: 72%

“…Patterson (2011, who examined 19 studies in literature, and found that use of robots in 14 of these studies had positive influence on programming education. It is reported that education on programming with robots is engaging and motivating and that robots could sometimes be dreadful as they require mechanical installation (Liang, Fleming, Man, & Tillo, 2013;Lykke, Coto, Mora, Vandel, & Jantzen, 2014). Therefore, it is important to provide students with guidance in the process of mechanical installation of robots.…”

Section: Introductionmentioning

confidence: 99%

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Education on Programming with Robots: Examining Students’ Experiences and Views

Çankaya¹,

Durak²,

Yünkül³

2017

Turkish Online Journal of Qualitative Inquiry

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The present study aimed to determine the success and views of students receiving education on programming with robots. In the study, which was carried out with the mixed research method, the data were collected via a creative problem-solving test, applied performance evaluation test for programming with robots, a semi-structured interview form. The creative problem-solving skills test was taken from PISA 2012 conducted by OECD. The study was carried out with 9 secondary school students. In the application process, first, the students were asked to fill in the creative problem-solving test. The creative problem-solving test included interactive simulations in online environment and questions regarding these simulations. Following this, the students were given education on programming with robots for one week. At the end of this education, a performance evaluation test regarding this education was given. Lastly, an interview form was used to determine the students' views about the activity carried out. 429 Consequently, depending on the results of the applied performance evaluation test, the education could be said to be beneficial. As a result of the correlation test conducted, a moderate level of positive significant relationship was found between the students' creative problemsolving skills and their performance scores. When the students' responses to the interview questions were examined, it was revealed that the students generally had positive attitudes and that the education given was motivating and entertaining and contributed to their learning of programming.

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Section: Students' Views About Education On Programming With Robotssupporting

confidence: 73%

Section: Findings and Discussionmentioning

confidence: 72%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Education on Programming with Robots: Examining Students’ Experiences and Views

Çankaya¹,

Durak²,

Yünkül³

2017

Turkish Online Journal of Qualitative Inquiry

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“…PBL approach was investigated in connection with the use of LEGO Mindstorms in an introductory programming course. Results show that this approach improves students programming skills and motivates them to learn programming skills [14].…”

Section: Literature Reviewmentioning

confidence: 96%

A Large-Scale Pilot Study on Game-Based Learning and Blended Learning Methodologies in Undergraduate Programming Courses

Zhao¹,

Chis²,

Muntean³

et al. 2018

EDULEARN Proceedings

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In this paper, we present a large-scale pilot of the NEWTON project, in which both technologyenhanced learning materials and innovative pedagogical approaches are introduced into programming courses in 3 universities across Europe. This large-scale covered a 12 weeks' period, with more than 150 participants. Aiming at making the otherwise difficult and abstract programming concepts more appealing to students, we designed and developed four serious games that target different topics, namely variable declaration; loops; functions; and data structures.In each serious game, the programming knowledge and key concepts are presented in an interactive and concrete way to stimulate students' engagement and interests in the learning process and improve their learning outcomes.This pilot also employs student-centered pedagogy and blended learning methodology in one of the topics, i.e. the array. Instead of directly attending lecture sessions, students participate in flipped classroom, i.e., watch video lessons prepared by the lecturer through the online NEWTON project platform and prepare their questions which are then discussed in the lecture session. In the lab session afterwards, students further acquire knowledge and practice their problem solving and programming skills through working in group of three on an open-ended problem related to array. During this process, as opposed to traditional education approach where the teacher is the center of the lesson, students are taking initiatives and have more control over their learning progress.Questionnaires covering demographic questions and affective state questions are given to participants prior to the pilot, which help us to learn their background and general attitude and motivation towards the subject. To evaluate the effectiveness of the piloted contents and methodology, pre-tests and posttests that include several single choice questions related to the topics before and after each serious game and video content are conducted. Additionally, a usability questionnaire is employed following each game and video to measure participants' satisfaction. In this paper, the results of the aforementioned questionnaires are analyzed. The results show that the technology enhanced learning materials help to clarify abstract concepts and therefore enabling students to overcome the difficulties when learning STEM subjects. The results show that 54% of the mature students and 74% of the young students would like to use more technology in the classroom when learning STEM subjects.

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“…Examples for the on-going trend to offer also practical demonstrators in programming courses are (Cruz-Martín et al, 2012;Giurgiutiu et al, 2005;Goadrich, 2014;Lykke et al, 2014). This is driven by two main aspects.…”

Section: A Concept For Integrating Lab Plants and E-learningmentioning

confidence: 99%

Integrating Lab-size Automation Plants into a Web-based E-learning Environment for Teaching C Programming in Teams

et al. 2015

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Teaching computer science and particularly programming in the curriculum of a mechanical engineering bachelor poses a difficult task due to motivational factors of the students. In this paper we describe the measures we have taken to reduce barriers and motivate the freshmen students to deal with the subject by introduction of an e-learning course and further by offering an associated lab course with practical application of cyclic programming of a real-time system in teams. Further we present an adapted architecture how the lab course is enhanced to act as a remote lab. Finally we evaluate the impact of the course by measuring the success factors of different gender combined groups and give an outlook on future scenarios for lab courses to improve the learning experience and success of the students for both gender.

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Motivating programming students by problem based learning and LEGO robots

Cited by 34 publications

References 28 publications

Education on Programming with Robots: Examining Students’ Experiences and Views

Education on Programming with Robots: Examining Students’ Experiences and Views

A Large-Scale Pilot Study on Game-Based Learning and Blended Learning Methodologies in Undergraduate Programming Courses

Integrating Lab-size Automation Plants into a Web-based E-learning Environment for Teaching C Programming in Teams

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