# Jupyter Notebooks in Undergraduate Mobile Robotics Courses: Educational Tool and Case Study
## 5 Results and Discussion
### Analyzing Students and Lecturers Output  
Another data source worth exploring is the survey that the students of the 2019/2020 course filled out. This information, although subjective, gives additional support for analyzing the influence of the computational stories in student's learning. The survey questions were listed in Table 2, while Figure 5(b) shows the (averaged) reported results. Notice that the dispersion of the retrieved data is reduced. The answers to the first two questions, \(Q1\) and \(Q2\), indicates that students highly value the utilization of Jupyter Notebook in the _lab_ sessions, considering that it helps to achieve a better understanding of the topics in the course. This is in line with the research question \(RQ1\). Students also considered that the workflow with Jupyter notebooks empowered their learning to a greater extent that traditional approaches, as reflected by the average score of question \(Q3\) (9.07, the highest one). This outcome gives strength to the \(RQ2\) research question. In addition, students also consider that the notebooks helped them to pass the final exam (question \(Q4\)), with an score of 8.6. As for questions \(Q5\) and \(Q6\), they were introduced to collect information about the current usage of the notebooks in the subject. The obtained feedback was positive, since students consider adequate the learning curve of the notebooks in the subject, and appreciate the utilization of Python as programming language to complete hands-on exercises. Summarizing, through the survey the students have placed a high value on the usage of the collection of Jupyter notebooks. In order to keep improving the collection of notebooks, in addition to the previous questions, students were also asked to freely express their opinions about a number of aspects of interest. To the question _What do you think about the utilization of computational narratives in practical lessons?_ most students agree that they were useful, permitting them to consolidate their concepts and facilitating the learning. They also appreciate the fact that theoretical concepts and their application to real problems share the same place (the notebook), and expressed their usefulness for illustrating how to work in projects in a professional manner. Regarding their preferred _Lab_ sessions, they enjoyed _Lab. 2: Robot Motion_ the most, where they experienced for the first time how a robot moves. On the contrary, _Lab. 3: Robot Sensing_ was not that popular, since the concepts therein are complex to visualize. Students also provided feedback on how notebooks could be improved. Although most of them agree that they are adequate, they also proposed: the addition of which are the expected results from the execution of the code cells they have to complete (this is already provided after many cells, but not all of them); the inclusion of a _guide_ for writing the report; the addition of more diverse optional parts; or to improve the navigability through the notebooks. Finally, lecturers were also questioned about their teaching experience. On the one hand, when developing the notebooks, lecturers pointed out the benefits of the Jupyter  
Figure 6: Results from the conducted study. (**a**) Box plot representing the grades obtained by students in the final exam of the subject according to the academic course when they took it. (**b**) Results of the survey carried out by students after the end of the 2019/2020 course (see Table 2). Notebook technology for quickly having a prototype for each _lab_ session. Such prototypes were evolved and tested to shape comprehensive documents weaving theory and practice, targeted at fulfilling with the course learning goals (recall Section 3). They also noted that spending a little time improving the material have a high impact in the quality of such material. This is due to the possibility that notebooks offer to perform an iterative incremental development.