Learning Programming using Lego Mindstorms: Analysis of Learner Experiences

摘要

We experimented with the viability of using Lego Mindstorms as an alternative approach to supplement the learning of Basic Programming among novice university students. The study captured reactions and responses from ten undergraduates who had no background in Programming and were facing difficulties coping with an introductory course in Programming. Four Lego Mindstorms units were deployed to examine the participants’ problem-solving and computational thinking skills. Findings indicate a high positive response (t=3.88 and p =0.004 for Problem Solving; t=-4.13 and p=0.003 for Computational thinking) to the use of Mindstorms as a strategy to encourage higher-order thinking, a critical skill in learning Programming. Participants reported clarity in understanding computational thinking concepts and claimed to be better able to articulate problem-solving tasks when prompted using Mindstorms.