## 5 Experimental Results  
The proposed teaching suite was used on a bachelor's degree course in Telematics (Robotics subject) and a master's degree course in computer vision at Rey Juan Carlos University (Vision in Robotics subject). It was also used in 6 introductory courses (up to 20 h) to robotics and drone programming. More than 150 students used it. This provides first experimental validation and preliminary feedback from real users. In all these courses 50% of the time was dedicated to theory, while the other 50% was to practical individual exercises (both online and on-site). The exam included an oral presentation for each exercise where each student showed and explained their solution answering questions about the code they developed. In addition, the students wrote blogs describing their projects including text, images and videos. These blogs helped them to share their insights and promote improvement and competition. The master's degree students completed two exercises: (AC1) follow line and (CV2) 3D reconstruction from a stereo pair. The undergraduate students accomplished five exercises: (MR1) bump and go behavior, (AC1) follow line, (D4) drone cat and mouse, (AC2) Formula-1 local navigation with VFF and (AC4) TeleTaxi: Global navigation with GPP. The students with the best results under simulation were given the opportunity to test and improve their algorithms using the real TurtleBot2 robots available at the laboratory. The surveys completed by the students showed a favorable reaction to the educational tool and its exercises, with 95% of evaluations being equal to or higher than 5 points out of 10, and 80% of evaluations being equal to or higher than 8 points, as shown in Table 3.  
For instance, two representative open comments from students were: \"I like this tool because it allows me to develop several algorithms without worrying about the required infrastructure\" and \"With Robotics-Academy you may program robots easily, even without previous experience in robotics\". They also revealed that the evaluation of the installation is positive, although it should be further simplified. In 2019, Robotics-Academy was used in a pilot study with 221 pre-university students (167 who were17 years old and 54 who were 18 years old). Five exercises with their Jupyter Notebook templates were used to introduce those students to Python and robot programming ([[https://www.rtve.es/alacarta/videos/la-aventura-del-saber/aventura-del-saber-pensamiento-computacional-bachillerato/5273296/](https://www.rtve.es/alacarta/videos/la-aventura-del-saber/aventura-del-saber-pensamiento-computacional-bachillerato/5273296/)]([https://www.rtve.es/alacarta/videos/la-aventura-del-saber/aventura-del-saber-pensamiento-computacional-bachillerato/5273296/](https://www.rtve.es/alacarta/videos/la-aventura-del-saber/aventura-del-saber-pensamiento-computacional-bachillerato/5273296/))). A control group and an experimental group took the same \"Technology, Programming and Robotics\" course, the former group in a traditional way and the latter using Robotics-Academy. Quantitative analyses of the impact of the tool were performed [50] using the Computational Thinking Test [51] and six different Bebras problems [52]. The experimental \begin{table}
\begin{tabular}{c c c c c c c c c c c} \hline \hline \multicolumn{10}{c}{**Global Evaluation of Robotics-Academy (0 = Extremely Bad; 10 = Extremely Good)**} \\ \hline Score & 0 & 1 & 2 & 3 & 4 & 5 & 6 & 7 & 8 & 9 & 10 \\ Percentage & 0 & 0 & 0 & 2.5 & 2.5 & 2.5 & 12.8 & 28.2 & 20.6 & 25.7 & 5.2 \\ \hline \multicolumn{10}{c}{**Difficulty of Installation of Robotics-Academy (0 = Extremely Difficult; 10 = Extremely Easy)**} \\ \hline Score & 0 & 1 & 2 & 3 & 4 & 5 & 6 & 7 & 8 & 9 & 10 \\ Percentage & 2.6 & 0 & 2.6 & 5.1 & 2.6 & 20.5 & 15.4 & 15.4 & 17.8 & 15.4 & 2.6 \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Information from students’ surveys.