Phyro: Exploring an Untethered Model for Robots in CS-1

Robots are becoming more popular, both industrially and commercially. As new robots are created, designers must choose whether to tether to a primary computer. Many robots used in an introductory computing context, like the Scribbler robot and Fluke attachment, are tethered. Untethering educational robots is the next step in improving the way robots are used in CS-1. This project aims to demonstrate the advantages of untethered robots, using the Scribbler robot and Fluke singleboard computer attachment as a model. We developed the Phyro library to make programming an untethered Scribbler and Fluke easier for students. By comparing program performance and function execution time, it is shown that Phyro on an untethered Scribbler and Fluke can match and in some cases even outperform a tethered Scribbler and Fluke

The Effectiveness of Using Lego Mindstorms Robotics Activities to Influence Self-regulated Learning in a University Introductory Computer Programming Course.

The research described in this dissertation examines the possible link between self-regulated learning and LEGO Mindstorms robotics activities in teaching concepts in an introductory university computer programming course. The areas of student motivation, learning strategies, and mastery of course objectives are investigated. In all three cases analysis failed to reveal any statistically significant differences between the traditional control group and the experimental LEGO Mindstorms group as measured by the Motivated Strategies for Learning Questionnaire and course exams. Possible reasons for the lack of positive results include technical problems and limitations of the LEGO Mindstorms systems, limited number and availability of robots outside of class, limited amount of time during the semester for the robotics activities, and a possible difference in effectiveness based on gender. Responses to student follow-up questions, however, suggest that at least some of the students really enjoyed the LEGO activities. As with any teaching tool or activity, there are numerous ways in which LEGO Mindstorms can be incorporated into learning. This study explores whether or not LEGO Mindstorms are an effective tool for teaching introductory computer programming at the university level and how these systems can best be utilized

A Case Study: Motivational Attributes of 4-H participants engaged in Robotics

Robotics has gained a great deal of popularity across the United States as a means to engage youth in science, technology, engineering, and math. Understanding what motivates youth and adults to participate in a robotics project is critical to understanding how to engage others. By developing a robotics program built on a proper understanding of the motivational influences, the program can be built on a foundation that addresses these influences. By engaging more youth in the robotics program, they will be able to envision a future for themselves as a high-school or college graduate, in addition to a viable employee with marketable skills in tough economy. The purpose of this research was to evaluate the underlying motivational attributes or factors that influenced 4-H youth, parents, volunteers, and agents to participate in the Mississippi 4-H robotics project. Specifically, this research focuses on two unique counties in Mississippi with very diverse populations. Interviews with participants, observation, and document analysis which took place occurred over the course of a robotics year – October to July. This study sought to identify motivational attributes of participants in the robotics project. Once identified these attributes could be used when developing new program curricula or expanding into new counties in Mississippi. Data analysis revealed that there are many unique motivational factors that influence participants. Among these factors, (1) the desire to build and construct a robot, (2) competition and recognition, (3) desire for future success and security, (4) safe place to participate and build relationships, (5) teamwork, (6) positive role models, and (7) encouragement

From Legos and Logos to Lambda: A Hypothetical Learning Trajectory for Computational Thinking

This thesis utilizes design-based research to examine the integration of computational thinking and computer science into the Finnish elementary mathematics syllabus. Although its focus is on elementary mathematics, its scope includes the perspectives of students, teachers and curriculum planners at all levels of the Finnish school curriculum. The studied artifacts are the 2014 Finnish National Curriculum and respective learning solutions for computer science education. The design-based research (DBR) mandates educators, developers and researchers to be involved in the cyclic development of these learning solutions. Much of the work is based on an in-service training MOOC for Finnish mathematics teachers, which was developed in close operation with the instructors and researchers. During the study period, the MOOC has been through several iterative design cycles, while the enactment and analysis stages of the 2014 Finnish National Curriculum are still proceeding.The original contributions of this thesis lie in the proposed model for teaching computational thinking (CT), and the clarification of the most crucial concepts in computer science (CS) and their integration into a school mathematics syllabus. The CT model comprises the successive phases of abstraction, automation and analysis interleaved with the threads of algorithmic and logical thinking as well as creativity. Abstraction implies modeling and dividing the problem into smaller sub-problems, and automation making the actual implementation. Preferably, the process iterates in cycles, i.e., the analysis feeds back such data that assists in optimizing and evaluating the efficiency and elegance of the solution. Thus, the process largely resembles the DBR design cycles. Test-driven development is also recommended in order to instill good coding practices.The CS fundamentals are function, variable, and type. In addition, the control flow of execution necessitates control structures, such as selection and iteration. These structures are positioned in the learning trajectories of the corresponding mathematics syllabus areas of algebra, arithmetic, or geometry. During the transition phase to the new syllabus, in-service mathematics teachers can utilize their prior mathematical knowledge to reap the benefits of ‘near transfer’. Successful transfer requires close conceptual analogies, such as those that exist between algebra and the functional programming paradigm.However, the integration with mathematics and the utilization of the functional paradigm are far from being the only approaches to teaching computing, and it might turn out that they are perhaps too exclusive. Instead of the grounded mathematics metaphor, computing may be perceived as basic literacy for the 21st century, and as such it could be taught as a separate subject in its own right

Using elementary patterns to analyse Scratch programs.

Teaching programming to school children is a challenging task, and this re- search contributes in two dimensions. First, it explores issues around “code smells,” such as object naming, long and repeated code, and unused and illogical code, in relation to block-based languages. Second, the suitability of “elementary patterns” as a potential teaching pedagogy to overcome the issues caused by code smells is investigated at a large scale. Elementary patterns such as Whether-or-Not, Alternative-Action, Linear-Search, and Loop-and-a- Half provide a structured approach to teaching programming using recommended practices based on experience gained through worked solutions. Elementary patterns are used as a benchmark in each of the studies re- ported in this thesis: finding code smells in students’ work, analysing the frequency of patterns in users’ projects, measuring progression in skills of Scratch users, the impact of remixing on learning, and evaluation of a selection of resources used for teaching programming. Millions of Scratch programs are analysed by software that reports on the various facets of the use of block-based languages, using programs posted to the online Scratch community as a sample. The results showed little use of modular approaches, infrequent use of variables and collections, and only very light usage of elementary patterns and programming elements in relation to problem solving in students’ work, even after a student has been program- ming in Scratch for many years. Remixing is one of the attractive features in Scratch that aims to support learning by collaboration, where students can take a copy of an existing project and develop it further themselves. The use of remixing was examined to evaluate if it leads to learning and plays any part in improving programming skills. There were no clear signs of progression in children’s depth of understanding with or without remixing. In principle the Scratch language can be used for students to explore elementary patterns, so we explore the teaching resources available in the community to see if they take advantage of this. We find that for novices, most resources covered only introductory ideas when evaluated as a means to teach the fundamentals of programming. This suggests a culture that has developed around Scratch, and potentially other block-based programming languages, that has led to them being regarded as a “toy” system and not taken seriously despite having the full power of programming. This does not necessarily mean that the programming that students do in Scratch is not worthwhile, but it gives some insight into how far most students progress, possibly moving to other languages to learn concepts that are nevertheless supported in Scratch

Proceedings of the 33rd Annual Workshop of the Psychology of Programming Interest Group

This is the Proceedings of the 33rd Annual Workshop of the Psychology of Programming Interest Group (PPIG). This was the first PPIG to be held physically since 2019, following the two online-only PPIGs in 2020 and 2021, both during the Covid pandemic. It was also the first PPIG conference to be designed specifically for hybrid attendance. Reflecting the theme, it was hosted by Music Computing Lab at the Open University in Milton Keynes