Algorithmic brick based tangible robot and hybrid programming environments for enhancing computational thinking

다국어 초록 (Multilingual Abstract)

This dissertation proposes learning methods and programming environments focused on algorithmic thinking for enhancing computational thinking. In proposed learning methods, an algorithmic thinking first learning strategy based on cognitive accomplishments in programming learning is designed, and an algorithmic thinking learning template based on paper works is developed for programming activities in unplugged programming. In proposed programming environments, an algorithmic brick is designed for hands-on programming activities and, applying algorithmic bricks, a tangible robot programming environment is developed for elementary school students. And, lastly, a hybrid scripting interface is designed based on visual and text input interface, and applying the designed hybrid scripting interface, a hybrid programming environment is developed for proposed the learning strategy and learning template.
An algorithmic thinking first learning strategy is able to help students focus on learning algorithmic thinking as lessening the cognitive burden that occurs in programming activities, which require learning both algorithmic processes and programming skills and include usages of programming tools. And this learning strategy also shows that students’ perception of programming is changed to be positive and challengeable.
An algorithmic thinking learning template is an effective method to represent an algorithm for learning algorithmic thinking with educational programming languages in unplugged environments. This template is designed to be transformed easily to various forms to present programming environments and problems. In this dissertation, six sample problems based on the proposed learning template and its evaluation method are developed and, through experiments, the validity of the proposed learning template is proved. It also shows the characteristics of developed problems and the general characteristics of total score distributions for developed sample problems.
Algorithmic bricks based tangible robot programming environment offers an intuitive programming to students in elementary schools for learning algorithmic thinking with hand-on activities for elementary school students. Algorithmic bricks are designed to represent core concepts (sequence, repeat, condition, parameter, function) at levels fit for elementary students, which are essentially required in programming activities. Through the experiment, it is shown that Algorithmic Bricks influence attitudes and interests of students. They also show reducing the time of solving problems and errors in operations. Consequently, it is proven that algorithmic bricks are more useful for learners who feel difficulty in programming activities and have low ability to operate the programming tools.
A hybrid programming environment based on hybrid scripting interface has merits of the both visual and textual programming. This hybrid programming environment is developed for students to learn algorithmic thinking effectively without learning programming skills in programming activities. Using this programming environment, students can represent algorithms exactly with a simple visual interface and modify programming codes easily with textual interface. In this programming environment, various programming languages can be used according to the students’ circumstances and purposes. In this dissertation, C programming language is used. Through the experiments, it is shown that the proposed hybrid programming environment is suitable for learning methods proposed in this dissertation and is a valid educational programming environment for leaning algorithmic thinking.

목차 (Table of Contents)

• 1. Introduction ......................................................................................................................1
• 1.1. Terminology ................................................................................................................6
• 2. Background......................................................................................................................10
• 2.1. Computational Thinking and Algorithmic Thinking in Computing Education ...........................11
• 2.2. Computing Education Curriculums...................................................................................15
• 2.3. Educational Programming Environments for Learning Algorithmic Thinking...........................23
• 3. Learning Method based on Cognitive Accomplishments for Learning Algorithmic Thinking.........32
• 3.1. Algorithmic Thinking First Learning Strategy using Educational Programming Environments....33
• 3.1.1. Potential Chain of Cognitive Accomplishments in Programming Learning..........................34
• 3.1.2. Programming Framework............................................................................................36
• 3.1.3. Strategy of Learning Programming using Educational Programming Environments.............38
• 3.1.4. Experiments..............................................................................................................45
• 3.1.5. Result & Analysis......................................................................................................49
• 3.1.6. Summary..................................................................................................................55
• 3.2. Algorithmic Thinking Learning Template for Programming Activity in Unplugged Environment..57
• 3.2.1. Algorithmic thinking learning template for programming activity........................................60
• 3.2.2. Developments of Problems based on Algorithmic Thinking Learning Template and Evaluation Methods...............................................................................................................62
• 3.2.3. Experiments & Analysis..............................................................................................76
• 3.2.4. Summary..................................................................................................................91
• 4. Tangible Robot Programming Environment and Hybrid Programming Environment....................92
• 4.1. Tangible Robot Programming Environment based on Algorithmic Bricks for Elementary School Students.............................................................................................................................93
• 4.1.1. Tangible Programming Tools......................................................................................94
• 4.1.2. Design of Tangible Programming Environment...............................................................98
• 4.1.3. Implementation of Tangible Programming Environment.................................................105
• 4.1.4. Experiments.....................................................................................................................124
• 4.1.5. Result & Analysis....................................................................................................130
• 4.1.6. Summary...............................................................................................................144
• 4.2. Hybrid Programming Environment based on Hybrid Scripting Interface for Undergraduate Students...........................................................................................................................145
• 4.2.1. Requirements of Educational Programming Environments for Learning Algorithmic Thinking............................................................................................................................146
• 4.2.2. Concept of Hybrid Scripting Interface..........................................................................148
• 4.2.3. Implementation of an Educational Programming Environment based on Hybrid Scripting Interface.............................................................................................................................151
• 4.2.4. Experiments & Result Analysis...................................................................................159
• 4.2.5. Summary.................................................................................................................166
• 5. Conclusion......................................................................................................................168