ERIC Number: EJ1067291
Record Type: Journal
Publication Date: 2015-Aug
Abstractor: As Provided
ISSN: ISSN-0957 7572
"I Want My Robot to Look for Food": Comparing Kindergartner's Programming Comprehension Using Tangible, Graphic, and Hybrid User Interfaces
Strawhacker, Amanda; Bers, Marina U.
International Journal of Technology and Design Education, v25 n3 p293-319 Aug 2015
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.
Descriptors: Robotics, Kindergarten, Young Children, Technology Uses in Education, Programming, Mixed Methods Research, Observation, Knowledge Level, Correlation, Computer Interfaces, Comprehension, Concept Formation
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A