Abstract
This thesis investigates the effect of using a tangible turtle (LEGO Mindstorms robot) in contrast to a visual representation for introducing pupils to computer programming.
Its impact was measured on a newly constructed computer programming self-efficacy scale, class feedback, learning outcome, and attitude towards STEM topics.
Results show that a tangible turtle is indeed useful and increases learning outcome and attitude towards programming, although no overall effect towards STEM topics could be proven. The self-efficacy scale provides some form of validity but will need further refinements.
This work presented here has profound implications for future studies as a huge gender gap in regard to the locus of control when interacting with technology was found that negatively affected the participants performance. Further studies should therefore focus on increasing the locus of control when interacting with technology.
Its impact was measured on a newly constructed computer programming self-efficacy scale, class feedback, learning outcome, and attitude towards STEM topics.
Results show that a tangible turtle is indeed useful and increases learning outcome and attitude towards programming, although no overall effect towards STEM topics could be proven. The self-efficacy scale provides some form of validity but will need further refinements.
This work presented here has profound implications for future studies as a huge gender gap in regard to the locus of control when interacting with technology was found that negatively affected the participants performance. Further studies should therefore focus on increasing the locus of control when interacting with technology.
Brauner, P.: Konzeption, Entwicklung und Analyse eines greifbaren Turtles in Hinblick auf die Steigerung der Computerselbstwirksamkeit von Schülerinnen und Schülern, Diplomarbeit, RWTH Aachen (2009).