Abstract
Recently, attention paid to programming education is growing around the world. Programming education is expected to improve the abilities such as creativity, expressiveness, and thinking logically. The study of programming is necessary for 21st century people, and it is a pretty good educational start for children. Currently, there are various environments for learning programming. In this study, we aimed to explain the difference between these learning environments. In our study, we compared two learning environments. One is "virtual output environment" - that is programming results show up display of computer such as Scratch, and the other is the "real-world output environment" - that is programming results show up real-world such as LEGO MINDSTORMS. In this paper, at the start of study, we conducted a simple experiment with "Code.org" as a virtual output environment and "Sphero" as a real-world output environment. As a result, it became clear that real-world output environment causes a learner's conflict. This is because it is a little bit difficulty in the setting of speed and direction parameters. On the other hand, this environment also causes fun and willingness to learn with the same effect as virtual output environment. It indicates that there is a possibility that real-world output environment is suitable for advanced and difficult learning of programming.
Author Information
Yuki Kiridoshi, Prefectural University of Kumamoto, Japan
Ichiro Iimura, Prefectural University of Kumamoto, Japan
Paper Information
Conference: ACSET2016
Stream: Education and Technology: Teaching, Learning, Technology & Education Support
This paper is part of the ACSET2016 Conference Proceedings (View)
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