Student responses to creative coding in biomedical science education

Abstract

Biomedical science students need to learn to code. Graduates face a future where they will be better prepared for research higher degrees and the workforce if they can code. Embedding coding in a biomedical curriculum comes with challenges. First, biomedical science students often experience anxiety learning quantitative and computational thinking skills and second biomedical faculty often lack expertise required to teach coding. In this study, we describe a creative coding approach to building coding skills in students using the packages of Processing and Arduino. Biomedical science students were taught by an interdisciplinary faculty team from Medicine and Health, Science and Architecture, Design and Planning. We describe quantitative and qualitative responses

Use of Arduino in Primary Education: A Systematic Review

“…As indicated in the Introduction, Arduino is a didactic resource used at various educational levels [59,60]. However, based on the scientific literature reviewed in this work, it could be stated that it is not a very widespread resource in the formal context of primary education, since according to the criteria applied, there are nine works that deal with the use of Arduino with students of this age.…”