Iterative Design of a Robotics Program to Foster Students' Computational Thinking: A Design-Based Research Study

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Abstract

To support students’ computational thinking (CT) development, a free, weekend robotics program has been developed and implemented at a public university. In this paper, we report a design-based research study, focusing on the robotics program’s second and third iterations. We provide a detailed account of how we have iteratively analyzed, tested, and refined the program design and explain the design decisions made to improve program effectiveness. Quantitative and qualitative data from multiple sources reveal that the program has been increasingly robust across iterations, as reflected by students’ positive program experience, improved engagement with learning activities, and higher CT interest and performance. Implications for robotics program design and future research are discussed.

Authors

• Qijie Vicky Cai, Towson University

• Liyan Song, Towson University

• Suzhen Duan, Towson University

• Scot McNary, Towson University