Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/11949
Full metadata record
DC FieldValueLanguage
dc.contributor.authorScott, MJ-
dc.contributor.authorCounsell, S-
dc.contributor.authorLauria, S-
dc.contributor.authorSwift, S-
dc.contributor.authorTucker, A-
dc.contributor.authorShepperd, M-
dc.contributor.authorGhinea, G-
dc.date.accessioned2016-01-28T13:42:38Z-
dc.date.available2015-11-
dc.date.available2016-01-28T13:42:38Z-
dc.date.issued2015-
dc.identifier.citationIEEE Transactions on Education, 58 (4): pp. 249 - 254, (2015)en_US
dc.identifier.issn0018-9359-
dc.identifier.issn1557-9638-
dc.identifier.urihttp://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=7006692-
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/11949-
dc.description.abstractComputer programming is notoriously difficult to learn. To this end, regular practice in the form of application and reflection is an important enabler of student learning. However, educators often find that first-year B.Sc. students do not readily engage in such activities. Providing each student with a programmable robot, however, could be used to facilitate application and reflection since, potentially, robots facilitate engaging learning experiences whilst providing immediate and intuitive feedback. This paper explores whether an introductory course centred upon programming personal robots in preparation for an end-of-course event day—a Robot Olympics—can help students to firstly, engage in programming practice more frequently and secondly, improve the quality of their code. A survey was conducted to examine the students’ programming practice behaviour and students’ final coursework submissions were also reviewed for aspects of program quality. The findings from this cohort were compared to a reference-group from a previous cohort that shared similar learning objectives and entry requirements, yet had focused on web programming as opposed to using robots. The results reveal statistically significant increases in programming practice compared to the reference-group. Furthermore, being enrolled on the course culminating in the Robot Olympics was a significant predictor of two aspects of program quality: functional coherence and sophistication. This suggests that robot-centred courses can promote engagement with, and enhance some aspects of, programming practice.en_US
dc.format.extent249 - 254-
dc.language.isoenen_US
dc.publisherIEEEen_US
dc.subjectTerms—Personal Robotsen_US
dc.subjectCS1en_US
dc.subjectIntroductory Programmingen_US
dc.subjectAchievementen_US
dc.subjectPracticeen_US
dc.subjectMotivationen_US
dc.subjectQualityen_US
dc.titleEnhancing Practice and Achievement in Introductory Programming With a Robot Olympicsen_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1109/TE.2014.2382567-
dc.relation.isPartOfIEEE Transactions on Education-
pubs.issue4-
pubs.publication-statusPublished-
pubs.publication-statusPublished-
pubs.volume58-
Appears in Collections:Publications

Files in This Item:
File Description SizeFormat 
Fulltext.pdf218.89 kBAdobe PDFView/Open


Items in BURA are protected by copyright, with all rights reserved, unless otherwise indicated.