DOI: 10.21950/eyfssn
title: Fostering computational thinking with simulated 3D robots in secondary education

description: Computational Thinking (CT) can be defined as the thought processes involved in formulating problems so that their solutions can be represented as sequential steps and algorithms. It is a key skill for children in the 21st century. However, it is unclear how CT can be developed most effectively in children. Several pedagogical methodologies have been proposed and are being investigated. The main aim of this paper is to test the hypothesis which states that using three-dimensional (3D) simulated robots helps in the learning of programming and CT concepts, such as directions, loops, conditionals, and functions. The research questions are: Does this hypothesis hold true? Are some concepts easier or better learned than others and to what extent? The goal is to measure and evaluate the effect of using as a learning tool a platform with 3D simulated robots and realistic physics, and compare it with the standard Scratch learning tool which does not use robotics but a two-dimensional (2D) cartoon avatar they are already familiar with. For practical reasons, a quasiexperimental design with nonequivalent groups and 85 second-year Secondary Education students (ages 12–13) was performed. They were separated into control and experimental groups and followed a seven-session intervention with the baseline 2D Scratch and the 3D simulated robots platform, respectively. Both used a visual block programming language and the same activities. To have quantitative and reliable results, a widely accepted CT test has been used, pre- and postintervention. Also qualitative feedback is presented. The obtained results show that using the platform with simulated 3D robots significantly helps when developing students' CT. With it, the students do learn basic programming concepts and reach higher scores in the CT test. This improvement applies to all CT-analyzed concepts except in functions where the grades are maintained. Furthermore, students manage to master the activities on the 3D simulated robots platform, which reflects on the empowerment the platform has got in them.

The dependent variables (DV) of the pre- and posttest are, first, related to learning results as measured with a validated CT questionnaire. This questionnaire contains 28 items. For simplification purposes, pre- and posttest variables are rescaled from 0 to 10. Second, four dependent variables are related to the different computational concepts involved in the experiment: Directions, Loops, Conditionals, and Functions. In a more detailed study, new variables appear, with the aim of giving more information: Loops-Repeat-times, Loops-Repeat-until, Conditionals-Simple, Conditionals-Composite, Conditionals-While, and Functions-Simple. All of them scored from 0 to 10. One factor, Group, is considered to be an independent variable, related to the use or not of Kibotics. 
Type Variable Name
DV Pretest scores Pretest
DV Posttest scores Posttest
DV Direction Direct
DV Loops Loops
DV Conditionals Condit
DV Functions Function
DV Loops-Repeat-times Loops_t
DV Loops-Repeat-until Loops_u
DV Conditional-simple Condit_s
DV Conditional-composite Condit_c
DV Conditional-while Condit_w
IV Use of 3dsimulated robot Group