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Abstract
This work investigates the effectiveness of simulated robots as tools to support the learning of programming. After the completion of a systematic review and exploratory research, a multi-case case study was undertaken. A simulator, named Kebot, was developed and used to run four 10-hour programming workshops. Twenty-three student participants (aged 16–18) in addition to 23 pre-service, and 3 in-service, teachers took part. The effectiveness of this intervention was determined by considering opinions, attitudes, and motivation as well as by analysing students’ programming performance. Pre- and post-questionnaires, in- and post-workshop exercises, and interviews were used. Participants enjoyed learning using the simulator and believed the approach to be valuable and engaging. The performance of students indicates that the simulator aids learning as most completed tasks to a satisfactory standard. Evidence suggests robot simulators can offer an effective means of introducing programming. Recommendations to support the development of other simulators are provided.
Acknowledgements
Louis Major would like to thank Marian Petre and Barbara Kitchenham for their advice and constructive comments. Gratitude is also owed to the staff and students whom made this study possible.
Notes
1. http://www.junun.org/MarkIII (Accessed 2 August 2014).
2. http://www.bluej.org (Accessed 2 August 2014).
3. http://www.cyberbotics.com/ (Accessed 2 August 2014).
4. http://www.scm.keele.ac.uk/staff/l_major/files.php (Accessed 2 August 2014).
5. A precise figure could not be decided in advance because the exact number of participants was unknown, although it was intended that this would be in the range of 70–75% of participants.