Educational robotics and mediated transfer: Transitioning from tangible tile-based programming, to visual block-based programming

Bjarke Kristian Maigaard Kjær Pedersen*, Didde Marie Jacobsen, Lukas Juhl Lyk Teichert, Jacob Nielsen

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

Abstract

In this paper we present the results from a study in which participants (n=26, aged 6-9) were exposed to two different ER systems, one based on tangible tile-based programming and one on visual block-programming. During the transition from the first to the second system, mediated transfer of knowledge regarding computational concepts, were observed. Furthermore, the participants CT skills were likewise observed to improve throughout the study, across both ER systems.

Original languageEnglish
Title of host publicationHRI 2021 - Companion of the 2021 ACM/IEEE International Conference on Human-Robot Interaction
PublisherAssociation for Computing Machinery
Publication date8. Mar 2021
Pages402-406
Article number3447201
ISBN (Electronic)9781450382908
DOIs
Publication statusPublished - 8. Mar 2021
Event2021 ACM/IEEE International Conference on Human-Robot Interaction, HRI 2021 - Virtual, Online, United States
Duration: 8. Mar 202111. Mar 2021

Conference

Conference2021 ACM/IEEE International Conference on Human-Robot Interaction, HRI 2021
Country/TerritoryUnited States
CityVirtual, Online
Period08/03/202111/03/2021
SponsorACM SIGAI, ACM SIGCHI, IEEE, IEEE Robotics and Automation Society (IEEE RAS

Keywords

  • Computational thinking
  • Educational robotics
  • K-12
  • Mediated transfer
  • Tangible programming
  • Visual programming

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