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.

Design concept

We will design a robot that teaches children the basics of programming in a fun way by giving physical commands in the form of input blocks that the robot will execute.

The design consists of the following components:

• A robot that the children will program.
• Input blocks that the children will use to program the robot. These input block will be put in a certain order that the robot will execute.
• A board that the robot will move around on.
• A game storyline that the children can play.

The robot itself will consist of the following components:

• Arduino for the robot software. Project members already own Arduino’s.
• Caterpillar tracks, so that the robot can move forward, move backward and turn in place. We chose caterpillar tracks because it can turn on the spot and does not have a turning circle. These caterpillar tracks are store-bought and will be connected to the Arduino.
• Light sensor. We want the robot to be able to distinguish different colours so that we can utilize that in the game (see “game experience”). This light sensor will be made by ourselves with a light diode because we have two students from electrical engineering in our group.
• Breadboard that the input blocks will be put on.
• Design, so that the robot looks attractive to our target user group. As one of the group members has a 3D printer we have the possibility to make one or multiple custom designs.

The input blocks will consist of two resistors. By putting a voltage over the resistors and reading out the voltage in-between with the Arduino we can distinguish different blocks. These blocks will have different commands associated with them: move forward, move backward, turn clockwise, turn counterclockwise, and possible also if-statements and loops. The design of the blocks will make it visually explicit which command will be given by which block.

The board will consist of differently coloured squares that the robot will move on. By giving the robot a light sensor to read the colour of the squares we can give each square a different meaning. For example, a black square could represent a black hole that will kill the robot if it drives on that square, and white square could give extra point if the robot is on it. This option of having different squares gives more possibilities to the game storyline. Another advantage of having different squares is that the children may build and change their own board.

The game storyline consists of tasks that the children can accomplish with the robot. Different difficulty levels will possible so younger children or children with very little experience can start playing, as well as offering experienced children a challenging game. To give the game an extra dimension we will make it possible to play with multiple robots against each other. This will encourage children even more in the learning process. For this project, with the given time, we will make one robot only. We will, however, make a user guide as if the game consists of multiple robots.

Future improvements, that we will not implement because of the little time given for this project, are a hexagon board, more different input blocks, multiple robots, more different board shapes and colours, and the possibility for the robot to shoot at other robots.

Users

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

To make sure our idea and design will fit the interests of the children and primary school teachers, we created two questionnaires:

• For the children: https://goo.gl/forms/7ouclymloKLTKbGI3
• For primary school teachers: https://goo.gl/forms/DhLm1NKyYongOswd2

Objectives

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

Deliverables

• The Wiki
• Prototype
• Presentation

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. In this paper a robotics project is used so this conclusion is especially useful for our goal to make a robot for in education. We use this information by developing a game where children compete against each other and where they can work together in teams. This provides a steeper learning curve because children can help each other out.

[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: There are four typically used reward structures. Individual Reward Contingencies (IRC), where students are evaluated individually and independent of each other, Group Reward Contingencies (GRC), where students are evaluated as a group and independent of other groups, Individual Competition (IC), where students are evaluated individually based on their relative performance amongst their peers, and Group Competition (GC) where students are evaluated as a group based on their relative performance amongst all groups. In classrooms, it is found that GRC and GC strengthen collaboration skills, interpersonal relationships as well as the performance and attitude towards the tasks more than IRC and IC do. Additionally, IC and IRC are noted to be more suited to the top subset of students and to be poorly suited to the low performing ones.

[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

Computer programming as a mandatory subject for children (primary school) will create a link between the younger generation and the technology. It will also result in children facing challenges and developing programming skills at a young age.[8] However, there are more advantages for teaching children programming at a young age, coding will improve the creative expression and children will learn by thinking about doing instead of just doing something without thinking about it. This sources also discusses the fact that we need more computer scientists. Although not every child wants to be a computer scientist, the other advantages of having programming as a mandatory subject are still important enough, because it will give them skills for life. [9]

[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 is a robotics kit for children of the age 4-7 to construct their own robot with motors, sensors and craft materials. Children can also learn programming by exploring sequences, loops and variables. It was developed collaboratively with teachers, children and a research team. The kit uses no computer, but tangible programming blocks. From interviews with teachers it was concluded that the robot should use minimal computer equipment, from both a logistical standpoint (not having enough computers in a classroom) and a developmentally appropriate standpoint (screen-time, or working with a keyboard and mouse). Also, the robotic parts should be physically and intuitively easy to connect.

The programming blocks are made of wood and can be connected to each other. A scanner in KIBO scans the barcodes on the blocks. Research has shown that computer programming can help young children with a variety of cognitive skills, like number sense, language skills and visual memory. The programming language of the blocks is based on the early ideas of tangible programming, which uses physical objects to represent concepts.

In the newer version of the KIBO, the electronics of the robot are visible. The sensors have specific designs that make them easier for children to recognize, like a telescope for a distance sensor.

[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. this means, a child likes the robot and being able to control the robot, resulting in the child wanting to learn about it. this fenomenon is called ‘Back Door’ Learning, which is interest driven desire to learn. this fenomenon is mostly situational, since the learning goal and the interest of the child have to match. This article however agues that robotics sparks interest of nearly all childeren, even those with a non-technical background. It is in this paper done in a problem-based team-centered setting, which is worth noting.

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. This robot design realatively easy to program, being based on the logo's language, however it does have a few limitations, the fact that the robot has to be connected to a laptop, with the appropriate software. and the fact it is lacking learning objective therefore solely reallying on the users will to learn program it better

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."

Problem Statement

By looking at the babuino, the previous mentioned idea has already been tried. Based on the state of the art we can conclude that it is important that the robot is appealing to childeren since that would spark their interest and create a desire to learn. This appeal does not necceceraly have to be done by the looks of the robot, but can also be done by making the learning project appeal to other interest, by allowing creativity and needing teamwork. By doing this as many as possible childeren will be interested in working with the programmable robot.

Requirements

Must Have

1. Must be able to move forward a certain defined distance. (this being exactly one tile)

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.

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, Finish and translate Questionnaires	Make and sensors MK2, Requirements	Command blocks are read correctly, Light sensors read in optimal situations	User manual MK2, Design command blocks, Finish and translate Questionnaires	Command blocks are read correctly, Light sensors read in optimal situations, Design idea
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)	Summarize important papers	Design questionnaire	Problem statement & tile sensor MK1	Study Arduino programming language	Design questionnaire, started working on user manual	Concept problem statement, programming of the wheels and light sensor
3 (21-2 / 28-2)		Board idea finished, Finish and translate Questionnaires		Partial Creation of Arduino command block software	Finished and translated questionnaires, worked on command block designs	Writing design concept, testing light sensor software with the hardware
4 (28-2 / 14-3)
5 (14-3 / 21-3)
6 (21-3 / 28-3)
7 (28-3 / 1-4)