Chetty, J.

Research world-wide indicates that computer programming is a difficult subject to teach and learners find such modules challenging. The result is that attrition rates are high. South Africa experiences similar problems. These problems are exacerbated by learners entering tertiary institutions under-prepared. Such institutions are under much pressure to transform learners’ academic capabilities. Transformation can be realised through alternative pedagogical approaches as it is well known that these approaches can influence learning outcomes in a positive manner. This paper documents an innovative pedagogical approach to teach computer programming through the use of robotics. Lego Mindstorms robots has been used to further develop learners’ problem solving skills as well as encourage learners to “think out of the box”. The pedagogical approach supports Vygotsky’s philosophy regarding the Zone of Proximal Development. A case study was conducted and learners were expected to complete different projects using the Lego Mindstorms EV3 robots. The aim of each project was twofold. Firstly, to further reinforce fundamental computer programming concepts that had been partially developed. Secondly, to increase interaction between learners and generate higher motivation and interest in computer programming. A qualitative analysis was performed subsequent to the case study. The issues regarding the pedagogical approach are discussed and feedback from learners is analysed. The results are positive and encouraging.

Cite as: Chetty, J. (2015). Lego© Mindstorms: Merely a Toy or a Powerful Pedagogical Tool for Learning Computer Programming?. In Proc. 38th Australasian Computer Science Conference (ACSC 2015) Sydney, Australia. CRPIT, 159. Parry, D. Eds., ACS. 111-118

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