Abstract
Because of their traditional programming structures that have user-hostile interfaces and complicated syntax, programming languages education doesn’t catch students’ attention and most of them find programming difficult and consider it as a job that only professionals can do. In order to minimalize the difficulty and drawback and help students acquire programming skills, programming education must be supported with visual and tangible tools. In this study, effect of robotics assisted programming education on students’ academic success, problem solving skills and motivation was analyzed. In the study, in which quasi-experimental design with pretest-posttest control group, one of the quantitative methods of research was used and the study was carried out on 50 students split into experimental and control groups. Robotics assisted ROBOTC programming education with LEGO® Mindstorms EV3 was carried out with the students of experimental group and for the control group basic C programming education was given. As a result of the data obtained within the scope of the study that lasted for 8 weeks, it was found that academic success, problem solving skills and motivation of students who received robotics assisted programming education were higher than who received robotics unassisted programming education.
Highlights
Nowadays, changes occurring in the learning approaches have led to the development and changing of instructional technologies
Within the scope of the research, it was aimed to examine the effect of robotics assisted programming education on students' problem solving skills, academic achievement and motivation towards the lesson
According to the results obtained in line with this purpose, it was found that there was no significant difference between the experimental and control groups before the study, but this situation changed after the study
Summary
Changes occurring in the learning approaches have led to the development and changing of instructional technologies. Along with the constructivist learning approach, learning environments where learners can construct the information themselves have come up. For these brand new learning environments, new and improvable instructional technologies are required. One of these technologies that is used nowadays is Lego which plays a significant role in terms of development of children’s metacognitive skills. Legos offer children interaction with the real world (Resnick et al, 1996) Children using these blocks can construct the objects or structures they see in the real world and while constructing they can find answers
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