Impact of Additional Programming Constructs on a Tangible Programming Language for Robots

Introducing young children to robotics programming can be difficult. Children have to learn not only how to program but also how to use the components of a computer (e.g. keyboard and mouse). Tangible-based programming languages provide an alternate approach as children can focus directly on learning programming. However, there are no guidelines on how to produce tangible programming languages. This paper reports on our attempt to develop and evaluate such a language. Designing a tangible language requires a trade-off between completeness and complexity in the language, with designers aiming to reduce complexity while increasing completeness. Most participants agreed that using colour helped the language, but all other features had mixed results.

I. INTRODUCTION

Programming is becoming a relevant skill for everybody as technology becomes increasingly prevalent in our lives. However, children have difficulty learning to program on a traditional mouse and keyboard until at least 10-14 years of age [1]. Tangible-Based Programming Languages provide a way for children to learn about programming in a way that is intrinsically motivating and exciting for them [2], [1]. Tangibles are physical blocks that can be combined to create a program. They are similar to Block-based programming languages such as Scratch and Snap!, which display digital blocks in a GUI [3], [4]. While traditional text-based languages such as Java and Javascript use complicated syntax, punctuation, formatting, and commands, Tangibles and Block-based programming languages abstract these constructs using shapes, colours, and connectors. These abstractions reduce their complexity and facilitate more accessible programming. Tangibles provide great educational value by introducing new programming concepts through a familiar medium of physical blocks.