Conference Agenda

With predictions of robotics and efficient machine learning as the building blocks of the Fourth Industrial Revolution, countries need to adopt a long-term strategy to deal with potential challenges of automation and education must provide students with a grounding in certain skills, such as computational thinking, and an understanding of robotics, which are likely to be required in many future roles. The use of humanoid robots has been a widespread practice for years to help children construct logical reasoning and computational thinking. Children can acquire new knowledge and develop cognitive, conceptual, language, and collaborative skills through interacting with robots (Benvenuti, M. & Mazzoni, E., 2020; Toh, L. P. E., Causo, A., Tzuo, P. W., Chen, I. M., & Yeo, S. H., 2016). Humanoid robots can spark their interest in coding as they are able to make the robot function (Keane, T., Chalmers, C., Boden, M., & Williams, M., 2019).

However, there is a lack of empirical research involving the use of robots in school learning environments and there is a need for more effective analysis of the potential of robotics as a teaching tool for schools (Benitti, F. B. V., 2012). A recent review of the literature (Anwar, S., Bascou, N. A., Menekse, M., & Kardgar, A., 2019) observed that the majority of the existing studies lacked an experimental or quasi-experimental design. Recently emphasis has been put on the importance of conducting these interventions with effective robotic pedagogies and underlying theoretical foundations that are required for educational modules in STEM education to make robot-based pedagogies more efficient (Anwar, S. et al., 2019).

Further to this, it has been argued that educational robotics allows for an integrated, multidisciplinary approach and it is essential to provide a more holistic portrayal of the research on educational robots(Anwar, S. et al., 2019).

In response, this paper contributes to the field by presenting a study with Grade 6 students (n. 20) using a multidisciplinary framework. The multidisciplinary nature of the framework acknowledges that the use of humanoid robots in school learning environments must be holistic, rather than focusing on just the technical, or the pedagogical for example. The multidisciplinary framework proposes that the introduction and evaluation of technology in the classroom should be explored from the following four perspectives: pedagogical, technological/human robot interaction, psycho-social development and a consideration of the ethical implications of using humanoid robots. The framework is grounded in experiential learning theory (ELT) which defines learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience" (Kolb, 1984, p.41). The ELT model allows for a diversity of learning styles in students. This paper focusses on the pedagogical aspect of the framework and has the following research questions; Firstly, to what extent is programming a humanoid robot engaging when the robot helped visualize the coding, instructions, and outcome of the process? Secondly, what are the student´s perceptions of the experimental learning approach used?

Teaching children the basics of programming dates back many decades, starting with the coding language LOGO which used a simple programming language which could be used by young children (Papert, 1980). While LOGO has continued to be developed, other tools like Scratch, Bee-bots and KIBO are nowadays more prevalent. Discussions regarding, not only programming and coding, but also computational thinking (Wing, 2006) has been highlighted in many countries. Countries like Denmark, France, Ireland, Spain, Portugal and the UK have introduced programming in the national curriculum during the 2010’s (Bers, 2018). The need to reform schooling to better prepare students with so-called 21^st-century skills has been a focus in academia for many years, with discussions concerning what new forms of literacy that today’s students need to tackle the problems of tomorrow (Trilling & Fadel, 2009). Therefore, learning programming at a young age is not only important in regard to changes in curricula, but also in relation to the world becoming more digitized and harder to navigate without technological completeness like programming.

Previous literature reviews related to programming education with relevance for the K-6 field have focused on a wide variety of themes. Xia and Zhong (2018) analyses articles relevant to K-12 robotics education and concludes that there is an educational potential using robotics in education. However, they also criticize studies within the field for the low number of participants and short interventions, which further studies should have in mind. Sun and colleagues’ (2022) systematic review focuses on articles related to K-12 students programming ability and concludes that block-based programming tools are common in research and that programming education cultivated students’ cognitive and operational ability. Macrides and colleagues (2022) focus on programming education in early childhood education and conclude that teaching young children programming is not only possible but can also contribute to creativity and collaboration. They also note that there is a need within the field to develop measurement instruments. Kakavas and Ugolini (2019) analyses articles relevant to computational thinking in K-6, and concludes that there has been an increasing interest in how to develop students’ computational thinking skills in later years. Furthermore, they observe that most studies in their review use visual programming tools like Scratch, Alice and Kodu. The presented literature reviews show positive aspects of programming education, but it is also of importance to understand how data was produced to fully understand the effects of programming on student learning. Since the existing systematic literature reviews on research related to K-6 programming education do not fully cover the methodological aspects of the research, there is a gap within the research field which this study aims to fill.

The purpose of this study is to present the latest developments and tendencies through a systematic review of empirical research on the methodologies used in the emerging field of K-6 programming education. This is of importance in order to understand how the field is developing, but also to find gaps in the research field, which could give rise to discussions regarding how to fill these gaps. The study also aims to contribute to teacher education and to support teachers working with younger children, through a broader approach than previous literature reviews, presenting available K-6 programming research, thereby making it easier for practitioners to find relevant research that could contribute to their practice.

Research questions

What methodologies were used in the studies and where was the data collected?

What programming tools were used and what ages were the children in the studies?