Open Access Peer-reviewed Research Article

Experimental commands development for LEGO WeDo 2.0 in Python language for STEAM robotics advanced classes

Article Sidebar

Distance Sensor Activation Function
Download PDF
Submitted   Jun 12, 2022
Published   Aug 9, 2022
Issue    Vol 2 No 2 (2022)
DOI   10.25082/AMLER.2022.02.013

Views

1381

Downloads

827

Citations

PlumX Metrics

Main Article Content

Evangelia Anastasaki corresponding author
Department of Electrical and Computer Engineering, Hellenic Mediterranean University, Crete, Greece
Kostas Vassilakis
Department of Electrical and Computer Engineering, Hellenic Mediterranean University, Crete, Greece

Abstract

In STEAM education, Lego WeDo 2.0 robot kit is a well-known tool for introducing educational robotics in elementary schools. This kit teaches students the skills necessary for future success. It provides a wide array of educational opportunities across subjects, along with lessons and other digital resources. This article presents experimental commands/functions development in Python programming language through a Raspberry Pi, permitting a suitable connection to the Lego WeDo 2.0 robot based on Scratch WeDo 2.0 commands for STEAM robotics learning in advanced classes. The main reasons for developing the commands are that Scratch language is a novice programming, and students gain incorrect perceptions of programming behaviour. In contrast, Python is real-world programming, in which students can utilise the language in future careers, and students can also create dynamic programs in Python using WeDo 2.0. Additionally, in this study, some projects are presented using the constructed Python functions developed by us versus the same programs in Scratch as examples for activities in the STEAM classrooms using Lego WeDo 2.0 Robot Kit. The limitation of this study was the lack of testing functions in actual instructive practice for data collection about the effectiveness of Python WeDo 2.0 commands in the classroom. The contribution of this study lies in the novelty framework of the development of WeDo 2.0 Python functions, which can be utilised in STEAM robotics advanced classrooms for learning in the fields of science, technology, engineering, the arts and mathematics.

Keywords
STEAM, educational robotics, Scratch, Python, WeDo 2.0, Raspberry Pi

Article Details

How to Cite
Anastasaki, E., & Vassilakis, K. (2022). Experimental commands development for LEGO WeDo 2.0 in Python language for STEAM robotics advanced classes. Advances in Mobile Learning Educational Research, 2(2), 443-454. https://doi.org/10.25082/AMLER.2022.02.013
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

  1. Ackermann, E. (2001). Piaget's Constructivism, Papert's Constructionism: What's the difference?
  2. Adafruit, L. S. (n.d.). GATT, Introduction to Bluetooth Low Energy, Adafruit Learning System, 17 March 2022. https://learn.adafruit.com
  3. Afari, E., & Khine, M. S. (2017). Robotics as an Educational Tool: Impact of Lego Mindstorms. International Journal of Information and Education Technology, 7(6), 437-442. https://doi.org/10.18178/IJIET.2017.7.6.908
  4. Ampartzaki, M., Kalogiannakis, M., Papadakis, S., & Giannakou, V. (2022). Perceptions About STEM and the Arts: Teachers', Parents' Professionals' and Artists' Understandings About the Role of Arts in STEM Education. Lecture Notes in Educational Technology, 601-624. https://doi.org/10.1007/978-981-19-0568-1_25
  5. Armoni, M., Meerbaum-Salant, O., & Ben-Ari, M. (2015). From Scratch to 'Real' programming. ACM Transactions on Computing Education, 14(4), 1-15. https://doi.org/10.1145/2677087
  6. Astuti, N., Rusilowati, A., & Subali, B. (2021). STEM-Based Learning Analysis to Improve Students’ Problem Solving Abilities in Science Subject: a Literature Review. Journal of Innovative Science Education, 10(1), 79-86. https://doi.org/10.15294/jise.v9i2.38505
  7. Bertrand, M. G., & Namukasa, I. K. (2020). STEAM education: student learning and transferable skills. Journal of Research in Innovative Teaching & Learning, 13(1), 43-56. https://doi.org/10.1108/JRIT-01-2020-0003
  8. Blank, D., Meeden, L., & Kumar, D. (2003). Python robotics: an environment for exploring robotics beyond LEGOs. SIGCSE '03: Proceedings of the 34th SIGCSE technical symposium on Computer science educationFebruary, 317-321. https://doi.org/10.1145/611993.611996
  9. Catlin, D., & Woollard, J. (2014). Educational Robots and Computational Thinking. In Proceedings of 4th International workshop teaching robotics, teaching with robotics & 5th International conference robotics in education, 144-151.
  10. Chalmers, C. (2018). Robotics and computational thinking in primary school. International Journal of Child-Computer Interaction, 17, 93-100. https://doi.org/10.1016/j.ijcci.2018.06.005
  11. Dexter, I. (n.d.). Connecting to Raspberry Pi without a monitor for Beginners, 23 June 2022. https://www.dexterindustries.com
  12. Dorling, M., & White, D. (2015). Scratch: A way to Logo and Python. SIGCSE 2015 - Proceedings of the 46th ACM Technical Symposium on Computer Science Education, 191-196. https://doi.org/10.1145/2676723.2677256
  13. Elkin, M., Sullivan, A., & Umashi Bers, M. (2014). Implementing a Robotics Curriculum in an Early Childhood Montessori Classroom. Journal of Information Technology Education: Innovations in Practice, 13, 153-169. https://doi.org/10.28945/2094
  14. Evripidou, S., Georgiou, K., Doitsidis, L., Amanatiadis, A. A., Zinonos, Z., & Chatzichristofis, S. A. (2020). Educational Robotics: Platforms, Competitions and Expected Learning Outcomes. IEEE Access, 8. https://doi.org/10.1109/ACCESS.2020.3042555
  15. Falcão, O. (2016). WeDo 2.0 – reverse engineering – O Falcão. Retrieved 15 May 2022. https://ofalcao.pt
  16. Huei, Y. C. (2015). Benefits and introduction to python programming for freshmore students using inexpensive robots. Proceedings of IEEE International Conference on Teaching, Assessment and Learning for Engineering: Learning for the Future Now, TALE 2014, (December), 12-17. https://doi.org/10.1109/TALE.2014.7062611
  17. Juškevičienė, A., Stupurienė, G., & Jevsikova, T. (2020). Computational thinking development through physical computing activities in STEAM education. Computer Applications in Engineering Education, 29(1), 175-190. https://doi.org/10.1002/cae.22365
  18. Kapaniaris, A., & Zampetoglou, G. (2021). Visual programming for the creation of digital shadow play performance using mobile devices in times of Covid-19. Advances in Mobile Learning Educational Research, 1(2), 162-170. https://doi.org/10.25082/AMLER.2021.02.010
  19. Kalogiannakis, M., & Papadakis, S. (2017a). Pre-service kindergarten teachers acceptance of ``ScratchJr'' as a tool for learning and teaching computational thinking and Science education. In Proceedings of the 12th Conference of the European Science Education Research Association (ESERA), Research, practice and collaboration in science education (pp. 21-25). Dublin: Dublin City University and the University of Limerick.
  20. Kalogiannakis, M., & Papadakis, S. (2017b). An evaluation of Greek educational Android apps for preschoolers. In proceedings of the 12th Conference of the European Science Education Research Association (ESERA), Research, Practice and Collaboration in Science Education, Dublin City University and the University of Limerick, Dublin, Ireland (pp. 21-25).
  21. Kalovrektis, K., Papageorgiou, T., Psycharis, S., Theodorou Telecommunications, P., Vasiliki Ntourou, G., & Xenakis, A. (2021). The Impact of Physical Computing and Computational Pedagogy on Girl's Self-Efficacy and Computational Thinking Practice. 2021 IEEE Global Engineering Education Conference (EDUCON). https://doi.org/10.1109/EDUCON46332.2021.9454003
  22. Khamphroo, M., Kwankeo, N., Kaemarungsi, K., & Fukawa, K. (2017). MicroPython-based educational mobile robot for computer coding learning. 2017 8th International Conference on Information and Communication Technology for Embedded Systems, IC-ICTES 2017. https://doi.org/10.1109/ICTEmSys.2017.7958781
  23. Khanlari, A. (2014). Effects of educational robots on learning STEM and students' attitude toward STEM. 2013 IEEE 5th International Conference on Engineering Education: Aligning Engineering Education with Industrial Needs for Nation Development, ICEED 2013, 62–66. https://doi.org/10.1109/ICEED.2013.6908304
  24. Korkmaz, Ö. (2016). The Effect of Scratch- and Lego Mindstorms Ev3-Based Programming Activities on Academic Achievement, Problem-Solving Skills and Logical-Mathematical Thinking Skills of Students. Malaysian Online Journal of Educational Sciences, 4(3), 73-88.
  25. Ladias, A., Karvounidis, T., & Ladias, D. (2021). Classification of the programming styles in scratch using the SOLO taxonomy. Advances in Mobile Learning Educational Research, 1(2), 114-123. https://doi.org/10.25082/AMLER.2021.02.006
  26. Ladias, A., Karvounidis, T., & Ladias, D. (2022). Forms of communications in scratch and the SOLO taxonomy. Advances in Mobile Learning Educational Research, 2(1), 234-245. https://doi.org/10.25082/AMLER.2022.01.007
  27. Lazarinis, F., Karatrantou, A., Panagiotakopoulos, C., Daloukas, V., & Panagiotakopoulos, T. (2022). Strengthening the coding skills of teachers in a low dropout Python MOOC. Advances in Mobile Learning Educational Research, 2(1), 187-200. https://doi.org/10.25082/AMLER.2022.01.003
  28. LegoEducation. (n.d.). (2022). Speed | WeDo 2.0 Lesson Plan | LEGO® Education. https://education.lego.com
  29. LegoEducation. (2018). LEGO® Curriculum Pack. Education WeDo 2.0, 107(2), 45. https://doi.org/10.2169/naika.107.contents2
  30. LegoGitHub. (n.d.). (2022). LEGO Wireless Protocol 3.0.00 Doc v3.0.00 r17 documentation. https://lego.github.io
  31. Leonardi, L., Patti, G., & Lo Bello, L. (2018). Multi-Hop Real-Time Communications over Bluetooth Low Energy Industrial Wireless Mesh Networks. IEEE Access, 6, 26505-26519. https://doi.org/10.1109/ACCESS.2018.2834479
  32. McGregor, D. (2007). Developing Thinking, Developing Learning. British Journal of Educational Studies, 55(4), 466-468. https://doi.org/10.1111/j.1467-8527.2007.00388_2.x
  33. Moors, L., Luxton-Reilly, A., & Denny, P. (2018). Transitioning from Block-Based to Text-Based Programming Languages. Proceedings - 2018 6th International Conference on Learning and Teaching in Computing and Engineering, LaTiCE 2018, (April 2018), 57-64. https://doi.org/10.1109/LaTICE.2018.000-5
  34. Murcia, K., Pepper, C., Joubert, M., Cross, E., & Wilson, S. (2020). A framework for identifying and developing children's creative thinking while coding with digital technologies. Issues in Educational Research, 30(4), 1395-1417.
  35. Olabe, J. C., Olabe, M. A., Basogain, X., Maiz, I., & Castaño, C. (2011). Programming and Robotics with Scratch in Primary Education. Education in a Technological World: Communicating Current and Emerging Research and Technological Efforts, (July 2016), 356-363.
  36. Owen-Hill, A. (2021). What Are the Different Programming Methods for Robots? https://blog.robotiq.com
  37. Papadakis, S. (2020). Robots and Robotics Kits for Early Childhood and First School Age. International Journal of Interactive Mobile Technologies, 14(18), 34–56. https://doi.org/10.3991/IJIM.V14I18.16631
  38. Papadakis, S., & Kalogiannakis, M. (2022). Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics. Research Anthology on Computational Thinking, Programming, and Robotics in the classroom, 2, 926-947. https://doi.org/10.4018/978-1-6684-2411-7.CH040
  39. Papadakis, S., Kalogiannakis, M., Zaranis, N., & Orfanakis, V. (2016). Using Scratch and App Inventor for teaching introductory programming in secondary education. A case study. International Journal of Technology Enhanced Learning, 8(3-4), 217-233. https://doi.org/10.1504/IJTEL.2016.082317
  40. Papadakis, S. (2020). Tools for evaluating educational apps for young children: a systematic review of the literature. Interactive Technology and Smart Education, 18(1), 18-49.
  41. Papadakis, S. (2022). Apps to promote computational thinking concepts and coding skills in children of preschool and pre-primary school age. In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 610-630). IGI Global.
  42. Papadakis, S., & Kalogiannakis, M. (2019). Evaluating the effectiveness of a game-based learning approach in modifying students' behavioural outcomes and competence, in an introductory programming course. A case study in Greece. International Journal of Teaching and Case Studies, 10(3), 235-250.
  43. Papadakis, S., & Orfanakis, V. (2018). Comparing novice programing environments for use in secondary education: App Inventor for Android vs. Alice. International Journal of Technology Enhanced Learning, 10(1-2), 44-72.
  44. Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Attitudes towards the use of educational robotics: Exploring pre-service and in-service early childhood teacher profiles. Education Sciences, 11(5), 204.
  45. Papadakis, S.; Trampas, A.; Barianos, A.; Kalogiannakis, M. and Vidakis, N. (2020). Evaluating the Learning Process: The ``ThimelEdu'' Educational Game Case Study. In Proceedings of the 12th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-417-6, 290-298. https://doi.org/10.5220/0009379902900298
  46. Plaza, P., Castro, M., Merino, J., Restivo, T., Peixoto, A., Gonzalez, C., & Strachan, R. (2020). Educational Robotics for All: Gender, Diversity, and Inclusion in STEAM. Proceedings of 2020 IEEE Learning With MOOCS, LWMOOCS 2020, 19-24. https://doi.org/10.1109/LWMOOCS50143.2020.9234372
  47. Plaza, P., Sancristobal, E., Carro, G., Castro, M., & Blazquez, M. (2018). Scratch day to introduce robotics. IEEE Global Engineering Education Conference, EDUCON, 2018-April, 208-216. https://doi.org/10.1109/EDUCON.2018.8363230
  48. Psycharis, S. (2018). Computational Thinking, Engineering Epistemology and STEM Epistemology: A Primary Approach to Computational Pedagogy. Advances in Intelligent Systems and Computing, 917, 689-698. https://doi.org/10.1007/978-3-030-11935-5_65
  49. Raspberry, P. (n.d.). Projects, Computer coding for kids and teens, Raspberry Pi. https://projects.raspberrypi.org
  50. Ruzzenente, M., Koo, M., Nielsen, K., Grespan, L., & Fiorini, P. (2012). A Review of Robotics Kits for Tertiary Education. Proceedings of 3rd International Workshop Teaching Robotics, Teaching with Robotics Integrating Robotics in School Curriculum, 153-162.
  51. Tzagkaraki, E., Papadakis, S., & Kalogiannakis, M. (2021). Exploring the Use of Educational Robotics in primary school and its possible place in the curricula. In Educational Robotics International Conference (pp. 216-229). Springer, Cham.
  52. Üşengül, L., & Bahçeci, F. (2020). The Effect of Lego Wedo 2.0 Education on Academic Achievement and Attitudes and Computational Thinking Skills of Learners toward Science. World Journal of Education, 10(4), 83. https://doi.org/10.5430/WJE.V10N4P83
  53. Vega, J. (2018). Educational Framework Using Robots with Vision for Constructivist Teaching Robotics to Pre-university Students, Universidad de Alicante, 1-208. http://hdl.handle.net/10045/90414
  54. Verawati, A., Agustito, D., Pusporini, W., Utami, W., & Widodo, S. (2022). Designing Android learning media to improve problem-solving skills of ratio. Advances in Mobile Learning Educational Research, 2(1), 216-224. https://doi.org/10.25082/AMLER.2022.01.005
  55. Weintrop, D., & Wilensky, U. (2019). Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms. Computers and Education, 142, 103646. https://doi.org/10.1016/j.compedu.2019.103646
  56. Weintrop, David, & Holbert, N. (2017). From Blocks to Text and Back: Programming Patterns in a Dual-Modality Environment. Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, March 2017, 633-638. https://doi.org/10.1145/3017680.3017707
  57. Weintrop, David, & Wilensky, U. (2017). Between a block and a typeface: Designing and evaluating hybrid programming environments. IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children, 183-192. https://doi.org/10.1145/3078072.3079715
  58. Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725. https://doi.org/10.1098/RSTA.2008.0118
  59. Yakman, G. (2008). STEAM Education: an overview of creating a model of integrative education. PATT.
  60. Zaher, A. A., & Hussain, G. A. (2020). STEAM-based active learning approach to selected topics in electrical/computer engineering. IEEE Global Engineering Education Conference, EDUCON, April 2020, 1752-1757. https://doi.org/10.1109/EDUCON45650.2020.9125367