PRE2018 3 Group10

Group members

Janneke van Oosterhout - 1248448

Wouter Wolthuis - 0942103

Timo Aerts - 0963375

Dorien Brugman – 1238166

Esther Dommisse – 0930091

Problem

Currently, there are different robots that enable children to learn to program in a playful way. One example is Kids First Coding & Robotics . Here children with an age of four and up lay instruction cards in a specific order and the robot executes those instructions in that order. Instructions can be moving forward, turning, making a sound, etc. This should be an intuitive way to learn children the basics of programming. However, one big disadvantage is that the robot has different shapes and tasks, like a sandwich that wants to find peanut butter and jam, that are not interesting for children around eight years old. The easiness to program the robot has advantages though. Another example of a robot that helps children to learn to program is Lego Technic . Here children can program a robot in an online environment to do whatever they want the robot to do. The advantage is that the layout appeals a lot more to older children. However, the programming of the robot asks for more skills and might be a step too far for children that have no experience in programming at all.

With our project, we would like to close the gap between the currently existing robots that help children to learn the basics of programming. We want to develop a robot that looks appealing to slightly older children (age 9-12) but is still very intuitive to program. To add even more fun we will add some competitive games so that children can compete against each other and learn from each other.

Users

The users are children aged 9-12 and primary school teachers.

Objectives

• Create a design, to teach children programming
  • Software
  • Hardware
• Build a prototype

Deliverables

• The Wiki
• Prototype
• Presentation

Requirements

Must Have

1. Must be able to move forward a certain defined distance.

2. Must be able to turn 90 degrees in place.

3. Must be able to discern between provided gray, white and black tiles underneath it.

4. Must be able to discern the difference between each provided “command block” (forward; backward; turn clockwise; turn counterclockwise; loop2; loop3; loop4; loopend).

5. Must be able to store each command of inputted “command blocks”.

6. 3 blocks for every command block.

7. Must be able to successively execute an entire chain of commands without user intervention.

8. Must be safe to use.

Should Have

9. 95% of children aged 9-12 can use the product within 30 minutes.

10. The robot gives visual feedback when it is on a provided black tile.

11. A manual details how to use the robot.

Could Have

12.The robot gives auditory feedback when it is on a provided gray tile.

13. The robot discerns between provided red, green and blue tiles in addition to the tiles in requirement 3.

14.There are different storylines with different goals.

Won't Have

15. The robot is able to execute a “fire” command.

16. Hexagon shaped puzzle pieces.

17. Loop blocks with variable numbers (switch or holes to put numbers in).

18. The robot detects collisions with enemies on the board.

19. All agents act at the same time based on a synchronized tick system.

State of the art

Memorization based on doing instead of learning

[1] “The Physical Presence of a Robot Tutor Increases Cognitive Learning Gains” Summary: students learn faster when a robot tutor is used compared to a video or a voice speaking.

[2]“Peer-to-Peer Learning in Robotics Education: Lessons from a Challenge Project Class” Summary: learning by doing projects is more beneficial to students than learning by themselves or by lectures and exercises alone, although it requires to overcome a high learning curve and a lot of effort.

[3] “Learning through play: a review of the evidence” Summary: To strenghtening childeren's learning it is more useful to learn them through play.

[4] “Learning by doing” Summary: For a skill to develop, practice is needed. Thus it is best to teach by using cooperative projects than explanation.

[5] “How people learn” Summary: From a very young age, people are predisposed to learning by experimentation and discussion, rather than being told or explained things.

[6] “Classroom Reward Structures and Academic Performance” Summary: Group reward structures such as group reward contingencies and intergroup competition lead to a higher mastery of the subject material.

[7] “Cooperation Contrasted with Intra-Group and Inter-Group Competition.” Summary: Competitive conditions lead to a higher quality of performance and higher motivation than purely cooperative or individual conditions.

Programming at a young age

[8] “Supporting the learning of computer programming in an early years education” Yahya Alghamdi, M. Summary: Computer programming as mandatory subject will result in facing challenges and developing the programming skills.

[9] “Beginning computer programming for kids” PRIMO Summary: Reasons to teach kids programming: Coding nurtures creative expression, programming demystifies tech, it teaches problem solving and presistence, children learn by thinking about doing and children also learn to think about thinking.

[10] “Teaching coding to children: A methodology for Kids 5+”, Kaplancali, U.T. & Demirkol, Z. Summary: Teaching coding to children will give them a skill for life. Different techniques to teach children programming.

[11] “Problem solving by 5–6 years old kindergarten children in a computer programming environment: A case study”, Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Summary: A case study where kindergarten children had to solve a series of computer programming problems, using a Logo-based environment. The results support the view that children enjoyed the learning activities and had opportunities to develop mathematical concepts, problem solving and social skills.

[12] "ToonTalkTM—An Animated Programming Environment for Children", Kahn, K. (1996). Summary: ToonTalk: An animated programming environment inspired by video games, representing the programming language in animated images of e.g. cities, houses, birds, etc.. It is well suited for giving children the opportunity to build real programs in an easy and fun way.

[13] "KIBO robot demo: engaging young children in programming and engineering", Sullivan, A., Elkin, M., & Bers, M. U. (2015). Summary: KIBO: A robotics kit for children to construct their own robot with motors, sensors and craft materials. Children can also learn programming by exploring sequences, loops and variables. The kit uses no computer, but tangible programming blocks.

[14] "Kindergarten Children Programming Robots: A First Attempt" , Kerstin Stoeckelmayr, Michael Tesar, Alexander Hofmann Summary: A research done to test the ability of programamble robots, to teach kinder garten childeren programming concepts

[15] "Learning graphical programming: An evaluation of KidSim™ "' , David J Gilmore, Karen Pheasey, Jean Underwood & Geoffrey Underwood Summary: an evaluation of Apples programming learning enviroment KidSim™, which is targeted at childeren aged 10-13

Robot in class

[16] “Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade”, Sullivan, A. & Bers, M.U. Summary: A robot offers a playful way for children to engage them with technology and engineering.

[17] “A REVIEW OF THE APPLICABILITY OF ROBOTS IN EDUCATION”. Summary: the application of robots in different educational field (linguistics, science and technology) is reviewed, as well as the different roles that a robot can play in education (tutor, peer, tool).

[18] “Robots in the classroom - tools for accessible education” Summary: different roles of robots in education. There are many benefits of using robots with disabled students, unfortunately robots are currently little used in education.

[19] “Socialization between toddlers and robots at an early childhood education center” Summary: Toddlers first treat robots as tools but with frequent interaction the toddlers treat the robot like a peer rather than as a toy.

[20] "Robot education peers in a situated primary school study: Personalisation promotes child learning", Baxter, P., Ashurst, E., Read, R., Kennedy, J., & Belpaeme, T. (2017). Summary: Research about the use of personalised and non-personalised education robots at primary schools. Children with both kinds of robots learned, though there was increased learning of a novel subject with the robot that personalised its behaviours. There is also an increased acceptance when the robot is personalised.

[21] "Children, robotics and education", Johnson, J. (2003). Summary: Research about several questions about robotics and education. It addresses among other things topics like whether children learn from robotics, how it is different from other ways of learning and whether it is a fashion or permanent.

[22] "Learning Math Concepts by Visually Programming Robots" ,E. Bilotta, P. Pantano and V. Talarico Summary: Research about the possibility to learn primary school childeren mathemeatical concepts by use of a programmable robot

Interests of children aged 9-12

[23] "Using Robotics to Motivate ‘Back Door’ Learning" ,MARIAN PETRE and BLAINE PRICE Summary: a paper about a robot vehicles ability to teach childeren about programming and robotics, by using their interests and appealing to them.

Babuino-bot

[24] "Cheap, Easy Robotics for the Non-Programmer" ,James K. Larson1, Adeilton C. Oliveira Jr1, Victor M. Oliveira2, Brett Nelson3, Josue J. G. Ramos4 ,Lucas T. Alves2 Summary: a paper about the babuino bot a robot made for learning programming to someone without programming skills and, for whom normal coding is to overwelming.

Lego-technik patent

[25] “Lego Technik patent. Date Oct. 8, 2002.” Summary: The patent for Lego Technik. Specifically "A toy building set comprising toy building elements which may be coupled together to build structures."

Planning

Who is doing what?

Hardware robot - Wouter

Instructie - Dorien

Software robot - Timo, Esther

Sensors software - Timo, Esther

Sensors - Wouter

Puzzelbord - Janneke

Design - Dorien, Janneke

User manual/scenarios - Dorien

Planning

Week	All	Janneke	Wouter	Timo	Dorien	Esther
1 (7-2 / 14-2)	Set up requirements, Read and summarize at least 25 papers	Edit Wiki	Order electronics part 1, design electronics	Divide robot-software in separate modules.		Divide robot-software in separate modules.
2 (14-2 / 21-2)	Summarize important papers	Design questionnaire	bare command blocks, Make and sensors MK1, Problem statement		User manual MK1, Design questionnaire	Concept problem statement
3 (21-2 / 28-2)		Board idea finished	Make and sensors MK2	Command blocks are read correctly, Light sensors read in optimal situations	User manual MK2, Design command blocks	Command blocks are read correctly, Light sensors read in optimal situations
4 (28-2 / 14-3)			Make and sensors MK3		User manual MK3
5 (14-3 / 21-3)		Board finished	Drive train	Light sensors are able to calculate spectrum and detect within those		Light sensors are able to calculate spectrum and detect within those
6 (21-3 / 28-3)		Design robot finished	Robot hardware and software testable and working	Robot hardware and software testable and working	Ideal user manual (with won't haves), Design robot finished	Robot hardware and software testable and working
7 (28-3 / 1-4)	Prepare presentation		Test with kids if possible

Logbook

Week	All	Janneke	Wouter	Timo	Dorien	Esther
1 (7-2 / 14-2)	Set up requirements, Read and summarize at least 25 papers	Edit Wiki	Order electronics part 1, design electronics	Divide robot-software in separate modules.		Divide robot-software in separate modules.
2 (14-2 / 21-2)
3 (21-2 / 28-2)
4 (28-2 / 14-3)
5 (14-3 / 21-3)
6 (21-3 / 28-3)
7 (28-3 / 1-4)