Using personal robots in CS1: experiences, outcomes, and attitudinal influences

We employed a context-based teaching strategy using personal robots in an introductory computer science course. The purpose of this paper is twofold. First we describe our experiences using the IPRE (Institute for Personal Robots in Education) program to teach CS1. We then present our results from an initial study of its effectiveness. We compare the same course taught with and without the use of robots. We found that students in the robot section spent extra time on class-related work that was not required. This work was self-directed and demonstrates increased intrinsic motivation and interest.

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