'I want my robot to look for food': Comparing Kindergartner's programming comprehension using tangible, graphic, and hybrid user interfaces.
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| Title: | 'I want my robot to look for food': Comparing Kindergartner's programming comprehension using tangible, graphic, and hybrid user interfaces. |
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| Authors: | Strawhacker, Amanda1 Amanda.Strawhacker@tufts.edu, Bers, Marina1 |
| Source: | International Journal of Technology & Design Education. Aug2015, Vol. 25 Issue 3, p293-319. 27p. |
| Subject Terms: | *Study & teaching of robotics, *Kindergarten, *Comprehension, *Computer programming, *Early childhood education, *Elementary education, *Children, *Teenagers |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 103643874 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=103643874 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10798-014-9287-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 293 Subjects: – SubjectFull: Study & teaching of robotics Type: general – SubjectFull: Kindergarten Type: general – SubjectFull: Comprehension Type: general – SubjectFull: Computer programming Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Elementary education Type: general – SubjectFull: Children Type: general – SubjectFull: Teenagers Type: general Titles: – TitleFull: 'I want my robot to look for food': Comparing Kindergartner's programming comprehension using tangible, graphic, and hybrid user interfaces. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Strawhacker, Amanda – PersonEntity: Name: NameFull: Bers, Marina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 09577572 Numbering: – Type: volume Value: 25 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Technology & Design Education Type: main |
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