A Mobile Development Environment for Programming Robots designed for children from 4-6 years Kryscia Ramírez-Benavides1 Student of the Doctoral Program of Computer Science, Universidad de Costa Rica, Sede Rodrigo Facio, San José – Costa Rica,
[email protected]
Abstract. LULU is a mobile development environment for programming robots designed for children from 4 to 6 years old. The project of design and implementation of this environment is part of the Computer Science Doctoral Program at Universidad de Costa Rica. This article enumerates the background of the project and describes the reasons, goals, proposed methodology and social contribution. The main feature of this development environment is to provide a simple and appealing user interface, using simple icons and sounds, due to the characteristics of the target users. The results of this research project is expected to contribute on HCI field, providing a design and implementation of a new non-traditional interfaces oriented to help the programming learning process of children in preschool ages. Keywords: robotics, mobile tools, programming learning process, early childhood.
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Background and Justification
During 70’s decade, Papert and his students at the MIT AI Lab started to research about methods to introduce programming to children. As a result, the programming language Logo was created, using a turtle that followed simple orders, avoiding the syntactic rules which make programming difficult to learn [17]. In 1985, Logo Computers Systems, Inc. (LCSI) introduced LogoWriter, which included word processing capabilities (hence its name). Its interface was simple and intuitive. LogoWriter was implemented in several languages due to its popularity around the world [24]. Another innovation during 80’s decade (1988) was LEGO Logo. In this case, Mitchel Resnick and Steve Ocko worked together at MIT Media Lab developing a system which connected Logo language with servos and sensors incorporated in machines built using Lego “bricks” and other elements. Robotic systems built in Logo were not new, but LEGO TC Logo was a commercial success that reached thousands of teachers and students around the world [21, 24]. A new version of Logo, called MicroWorlds was released in 1993 by LCSI, adding new changes in the environment and in the Logo language. Some of the features added support the project creation, multimedia capabilities, gaming and simulations features. MicrowWorlds has had different updates and it is currently available in several
versions like MicroWorlds EX, MicroWorlds JR y MicroWorlds EX Robotics (which include programming support for Cricket Robot and Lego Brick RCX) [8]. Another innovation in this context was the programmable brick by Lego, which was conceived in a MIT research lab leaded by Freud Martin. The brick has a computer inside with programs. The programs can be written in a personal computer using its own development environment, and can be executed to give autonomy to the robot. In 1994, LEGO started selling the brick under the name Lego RCX, which can be programmed using RoboLab software [21]. Lego Mindstorm NXT was released in 2006 offering a flexible set of features for all type of users. It can also communicate with other devices through Bluetooth. NXT software is based on National Instruments Lab View, which provides icon’s drag and drop capability on their main screen [13, 21]. At the same time, smaller version of the NXT brick called “crickets” has been developed and commercialized as PicoCricket with PicoBlocks as development environment. However, PicoCricket is currently discontinued [19, 21]. As part of the programmable brick program, MIT Media Lab created a new version of Logo called LogoBlocks. Instead of writing code, programs are built adjusting pieces as in a jigsaw puzzle [21]. A new parallel version of Logo called StarLogo, was introduced in 1994. It was a parallel version developed by Mitchel Resnick in MIT. StarLogo is a development environment for 3D videogames with a syntax based on connecting virtual boxes or blocks creating different sequences that define the behavior of objects in the game [22]. Ten years later, next version of StarLogo, called StarLogo TNG, improved 3D graphics and sounds with a user interface based on blocks and allowing text input using the keyboard. These new characteristics converted StrLogo into a great tool to develop educational videogames [1]. Another development environment, called Etoys, was launched at the same time. Etoys was children friendly and use an object oriented language. Etoys is an environment that allows to create objects and execute command sequences on them [11, 14]. In 1999 a research team from Carnegie Mellon University released Alice, an innovative and open development environment, object oriented, which made easier to create an animation for telling a story, playing an interactive game or sharing a video on the web [5, 7, 18]. Lego WeDo, designed in 2005, has a set of pieces and mechanic parts in order to build and design LEGO models. It has a easy to use software based on icons that provide an intuitive environment with assembling instructions, code samples and suggested activities [16]. During the summer of 2007, Scratch appeared as a development environment which does not require writing code with perfect syntax, enabling independent learning. Scratch was built in a MIT Media Lab directed by Mitchel Resnick [15]. Clinton Blackmore and his team developed, in 2010, another development environment for LEGO Mindstorm NXT, called Enchanting, which enables children to program robots. It is based on Scratch and BYOB/Snap! and powered by leJOS NXJ (Java for NXT).
A little robot called MoWay appeared in 2012. MoWay use sensors and shows to be fast and autonomous. MoWay has his own programming language, but it resulted inconvenient for kids younger than 8 years. As a drawback the robot has a fixed structure preventing any customization [23]. Since 2011, Marina Umaschi Bers from DevTech of Tufs University and Mitch Resnick from Lifelong Kindergarten of MIT Media Lab are leading a researching team, which are working on ScratchJr project. This project is looking to develop and study next generation of innovative technologies and curricular materials for child education. A prototype is expected to be release around 2014 [9, 12]. Development environments have gain relevance in learning process during Digital Era using robots which have made easy and fun the learning of complex concepts. Mobile devices have also increased popularity during last years because of its small form factor, customization capabilities and computing power and are spread widely around the world. They can be connected to different networking technologies and several applications offer solutions to everyday routines [10]. According to this, researchers are studying the possibilities of using mobile devices on education solutions and are studying its effects in learning processes. In an era were technology has become essential part of human lifestyle, the ability of programming computers is a key issue for the early childhood learning process, helping them to expand their minds. Programming is a platform to express creativity, especially for problem resolution processes. Papert [20] describes the importance of programming as a tool to think about own thoughts, because it develops a wide set of capabilities interconnected as problem solving, teamwork, persistence, and other essential abilities. Papert also explains how computers can help children to learn actively and to create knowledge. Bers explains the parallelism between the usage of robotics during early years of schooling and development of skill which students needs in century XXI such as creative thinking, clear communication, systematic analysis, effective collaboration, flexible problem solving, reiterative design and continuous learning [2, 4]. The use of robots enables children to explore complex concepts in an easy and fun way. The use of robots involves the use of sensors and servos and requires social emotional skills which are the foundations for a healthy children development. They induces a natural curiosity to children to learn about building and programming [2, 3]. Some researchers have observed in Costa Rica that children and young adults, which participate on robotics programs, gain previously referred skills to solve problems, build and control mechanic systems by themselves. As a result, they also develop skills in social areas such as teamwork, communication, thought process, and dissemination of results [6].
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Statement of the Problem
Most of the current kids’ development environments are oriented to children of 7 years or above, requiring the user to already know how to read.
Because of this lack of environments for younger children, this research is proposing to create a development environment for LEGO Mindstorm NXT v2.0 to be used in mobile devices which will allow children from 4 to 6 years old to program. The proposed development environment will be simple, and should use icons and sounds due to the characteristics of the targeted users. This is the main challenge of this research project. INNOV@ Institute of Omar Dengo Foundation, and Ministry of Public Education of Costa Rica are involved in this project and will use and test the developed environment. Omar Dengo Foundation (a NGO Foundation) has been using computers and other technologies for the last 25 years in public schools in Costa Rica.
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Aims and Design of the Research
The aim of this research is to create a mobile development environment for children from 4 to 6 years old, without any previous knowledge in programming, to facilitate the creation of programs for robots. To achieve this aim, the objectives of this work are as follows: 1. To determine minimum requirements for the robot to perform at least three specific tasks in the proposed programming environment. 2. To determine which mobile devices, based in their hardware and software features, suits the implementation needs of the proposed programming environment. 3. To design user interface elements which children between 4 and 6 years old can use effectively for programming the robots. 4. To develop a programming environment oriented to children between 4 and 6 years old. 5. To evaluate the programming environment. 6. To publish the research results. The method used for this research will be based on an empirical approach. Furthermore, the first activity includes a literature revision. In a second activity, five field visits to Omar Dengo Foundation will be done, and three experts will be interviewed. At the same time, an evaluation of the mobile devices will be performed to choose the best devices which will host the proposed development environment. In the third phase, we will design the user interface elements. Experts in HCI field will help us in this important phase. As fourth activity, a prototype of the programming environment will be developed. Finally, the prototype usability will be evaluated and, if necessary, redesign will be applied. Omar Dengo Foundation will help us to test the programming environment in real schools at our country.
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Potential Contribution
The result of this research will benefit the Omar Dengo Foundation, the children between 4 and 6 years and all the Costa Rican schools. The Omar Dengo Foundation
will have access to a mobile programming environment which will help them to teach children in early ages how to program robots. Children will have direct benefits when using the proposed environment, developing skills such as: critical thinking, problem solving, collaboration and leadership, agility and adaptability, proactivity and entrepreneurship, curiosity and imagination. Eventually, the whole educational system could be benefited, because children can develop skills which have been pointed out as key issue in order to achieve professional and personal success based on the skill set model for the 21st century [4].
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