Enhancing Practice and Achievement in Introductory Programming With a Robot Olympics

Scott, Michael ORCID: https://orcid.org/0000-0002-6803-1490, Counsell, Steve, Stanislao, Lauria, Swift, Stephen, Tucker, Allan, Shepperd, Martin and Ghinea, Gheorghita (2015) Enhancing Practice and Achievement in Introductory Programming With a Robot Olympics. IEEE Transactions on Education, 58 (4). pp. 249-254. ISSN 0018-9359

Preview	Text robot_paper_v4-3.pdf - Accepted Version Download (224kB) | Preview
	Other (Plain Text Bibliography) bibliography.txt - Bibliography Download (5kB)

Abstract / Summary

Computer programming is notoriously difficult to learn. To this end, regular practice in the form of application and reflection is an important enabler of student learning. However, educators often find that first-year B.Sc. students do not readily engage in such activities. Providing each student with a programmable robot, however, could be used to facilitate application and reflection since, potentially, robots facilitate engaging learning experiences whilst providing immediate and intuitive feedback. This paper explores whether an introductory course centered upon programming personal robots in preparation for an end-of-course event day—a Robot Olympics—can help students to firstly, engage in programming practice more frequently and secondly, improve the quality of their code. A survey was conducted to examine the students’ programming practice behavior and students’ final coursework submissions were also reviewed for aspects of program quality. The findings from this cohort were compared to a reference-group from a previous cohort that shared similar learning objectives and entry requirements, yet had focused on web programming as opposed to using robots. The results reveal statistically significant increases in programming practice compared to the reference-group. Furthermore, being enrolled on the course culminating in the Robot Olympics was a significant predictor of two aspects of program quality: functional coherence and sophistication. This suggests that robot-centered courses can promote engagement with, and enhance some aspects of, programming practice.

Item Type:	Article
Identification Number:	10.1109/TE.2014.2382567
ISSN:	0018-9359
Subjects:	Computer Science, Information & General Works Education
Courses by Department:	The Games Academy > Computing for Games
Depositing User:	Michael Scott
Date Deposited:	06 Oct 2015 14:52
Last Modified:	23 Nov 2023 13:19
URI:	https://repository.falmouth.ac.uk/id/eprint/1635

Actions

View Item (login required)