1:1 Computers in Education

In the context of a design-based research effort to develop a technology-enabled constructivist algebra unit, a new activity architecture emerged that steps students through discovery levels. As they build a virtual model of a problem situation, students figure out technical principles for assuring the model’s fidelity to the situation. These construction heuristics, we find, are precisely the conceptual foundations of algebra, such as tinkering with the model to assure that the variable quantity is of consistent size throughout the model. We articulated these principles as situated intermediary learning objectives (SILOs). At each interaction level, the student discovers a SILO, and then the technology takes over by automatizing that SILO, thus freeing the student for further discovery. We call this architecture reverse scaffolding, because the cultural mediator thus relieves learners from performing what they know to do, not from what they do not know to do. In a quasi-experimental evaluation study (Grades 4 & 9; n=40), reverse-scaffolding students outperformed direct-scaffolding students, for whom the technical features were pre-automatized. We speculate on the architecture’s generalizability.

Computer programming is notoriously difficult to learn. To this end, regular practice in the form of application and reflection is an important enabler of student learning. However, educators often find that first-year B.Sc. students do not readily engage in such activities. Providing each student with a programmable robot, however, could be used to facilitate application and reflection since, potentially, robots facilitate engaging learning experiences while providing immediate and intuitive feedback. This paper explores whether an introductory course centered upon programming personal robots in preparation for an end-of-course event day---a Robot Olympics---can help students to firstly, engage in programming practice more frequently and secondly, improve the quality of their code. A survey was conducted to examine the students' programming practice behavior and students' final coursework submissions were also reviewed for aspects of program quality. The findings from this cohort were compared to a reference group from a previous cohort that shared similar learning objectives and entry requirements, but had focused on web programming instead of using robots. The results reveal statistically significant increases in programming practice compared to the reference group. Furthermore, being enrolled on the course that culminated in the Robot Olympics was a significant predictor of two aspects of program quality: functional coherence and sophistication. This suggests that robot-centered courses can promote engagement with, and enhance some aspects of, programming practice.