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International Journal of Technology and Design Education

Erschienen in:

01.08.2015

“I want my robot to look for food”: Comparing Kindergartner’s programming comprehension using tangible, graphic, and hybrid user interfaces

verfasst von: Amanda Strawhacker, Marina U. Bers

Erschienen in: International Journal of Technology and Design Education | Ausgabe 3/2015

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Abstract

In recent years, educational robotics has become an increasingly popular research area. However, limited studies have focused on differentiated learning outcomes based on type of programming interface. This study aims to explore how successfully young children master foundational programming concepts based on the robotics user interface (tangible, graphical, hybrid) taught in their curriculum. Thirty-five Kindergarten students participated in a 9-week robotics curriculum using the LEGO WeDo robotics construction kit and the Creative Hybrid Environment for Robotic Programming (CHERP) programming language. A mixed methods data collection approach was employed, including qualitative observational data from the classrooms, as well as quantitative mid- and post-test assessments of students’ programming knowledge using CHERP. The findings show little association between user interface and programming comprehension, although there may be an order-affect when introducing user interfaces. Implications for best practices when introducing programming in early childhood settings are discussed.

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Titel: “I want my robot to look for food”: Comparing Kindergartner’s programming comprehension using tangible, graphic, and hybrid user interfaces
verfasst von: Amanda Strawhacker
Marina U. Bers
Publikationsdatum: 01.08.2015
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 3/2015
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-014-9287-7

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