Educational robotics for teaching computer science in Africa - pilot study

Educational robotics can play a key role in addressing some of the challenges faced by higher education institutions in Africa. A remaining and open question is related to effectiveness of activities involving educational robots for teaching but also for improving learner's experience. This paper addresses that question by evaluating a short pilot study which introduced students at the Department of Computer Science, University of Ghana to robot programming. The initial positive results from the study indicate a potential for such activities to enhance teaching experience and practice at African institutions. The proposed integrated set-up including robotic hardware, software and educational tasks was effective and will form a solid base for a future, full scale integration of robotic activities into the undergraduate curricula at this particular institution. This evaluation should be valuable to other educators integrating educational robots into undergraduate curricula in developing countries and elsewhere

Visual Programming Language for Thymio II Robot

ABSTRACT This paper introduces a visual programming language (vpl) for Thymio II, an educational robot. Our vpl is intended for children in primary school and aims at making robotics programming approachable for young children by creating a close correspondence between the icons of the programming language and the design of the robot. Its two modes of operation -basic and advanced -allow children to learn programming at a level suitable for their current skill. Moreover, our vpl provides a live generation of textual code that eases the transition to textual programming for more advanced children. This paper describes the goals and the guiding principles behind the design of our vpl and demonstrates how an iterative development process with evaluations with children resulted in an improved vpl

Going beyond digital literacy to develop computational thinking in K-12 education,

International audienceIn the past decade, digital learning has contributed to the transformation of K-12 education by using a variety of technology-enhanced pedagogical approaches, and it helps understand the basics of computational thinking (CT). In the area of CT for young learners, educators are experimenting with digital or digital-inspired methods to go beyond digital literacy, towards also improving other skills, such as problem-solving, logical thinking and abstraction. By improving these skills, we aim to empower learners with the required knowledge as technology users and to aid in mastering the technology to develop their creative and citizenship potential through them. This chapter will provide a literature review on studies conducted to teach computer programming and computational concepts to K-12 students using visual programming tools, unplugged activities and educational robotics while evaluating how it can also help improve CT skills

Exciting Students for Systems Programming Through the Use of Mobile Robots

In this paper we present our experience teaching Systems Program- ming in C to undergraduate students. Additionally to traditional Unix-like operating system approach, we employed a robotic plat- form - the e-puck mobile robot - to increase the students moti- vation and improve their learning experience. A robotic platform provides high attraction for students, making the class stand-out compared to other courses. Yet it is not only a playground, rather, the platform allows to present very challenging and sophisticated real-life programming problems in a tangible way. The chosen robot provides an open-source operating system with a well struc- tured programming interface and thus o ers a real-world, complex example of systems programming to the students. We describe the overall curriculum and the syllabus of the course itself. Emphasis is put on the design of the in-class and homework assignments, but the robotic platform is brie y described as well. Our success is con rmed by the end-of-semester evaluation by the students, who ranked our course among the top of all bachelor-level courses

A scoping review on the relationship between robotics in educational contexts and e-health

In recent years, due to technological advancement, research has been directed to the development and analysis of resources and tools related to educational robotics with particular attention to the field of special needs and training actions aimed at learners, teachers, professionals, and families. The use of robotics in all levels of education can support the development of logical and computational thinking, interaction, communication, and socialization, and the acquisition of particularly complex work practices, for example, in the medical field. The adoption of successful educational robotics training practices can be a potential tool to support rehabilitation interventions for disabilities and comprehensive training for students or future professionals in healthcare. A scoping review was conducted on the main topics “education” AND “robotics” with three specific focuses on complementary themes in educational research about ER: (1) teaching and computational thinking, (2) training in the health sector, and (3) education and special needs. The authors systematically searched two online databases, Scopus and Web of Science, up to April 2022. A total of 164 articles were evaluated, and 59 articles were analyzed, in a particular way N = 33 related to computational thinking, N = 15 related to e-health, and N = 11 related to special needs. The following four questions guided our research: (1) What are the educational and experimental experiences conducted through robotics in transdisciplinary fields? (2) What tools and resources are most used in such experiments (educational robotics kit, humanoid robots, telepresence robots etc.)? (3) What are the constitutive elements of the experiments and studies involving robotics and health in educational contexts? and (4) What are those explicitly related to students with special needs? In this study, part of the research project “Robotics and E-health: new Challenges for Education” (RECE) activated at the University of Modena and Reggio Emilia. RECE aims to investigate the training, educational, cognitive, and legal processes induced by the increasing diffusion of educational robotics and telemedicine in clinical and surgical contexts

A survey on the design space of end-user-oriented languages for specifying robotic missions

Mobile robots are becoming increasingly important in society. Fulfilling complex missions in different contexts and environments,robots are promising instruments to support our everyday live. As such, the task of defining the robot’s missionis moving from professional developers and roboticists to the end-users. However, with the current state-of-the-art, definingmissions is non-trivial and typically requires dedicated programming skills. Since end-users usually lack such skills, manycommercial robots are nowadays equipped with environments and domain-specific languages tailored for end-users. As such,the software support for defining missions is becoming an increasingly relevant criterion when buying or choosing robots.Improving these environments and languages for specifying missions toward simplicity and flexibility is crucial. To this end,we need to improve our empirical understanding of the current state-of-the-art of such languages and their environments. Inthis paper, we contribute in this direction. We present a survey of 30 mission specification environments for mobile robots thatcome with a visual and end-user-oriented language. We explore the design space of these languages and their environments,identify their concepts, and organize them as features in a feature model. We believe that our results are valuable to practitionersand researchers designing the next generation of mission specification languages in the vibrant domain of mobilerobots