Experimenting with computational thinking for knowledge transfer in engineering robotics

Abstract

Background: Despite its obvious relevance to computer science, computational thinking (CT) is transdisciplinary with the potential of impacting one's analytical ability. Although countless efforts have been invested across K-12 education, there is a paucity of research at the postsecondary level about the extent to which CT can contribute to sustainable learning outcomes. Objectives: The current study examines how a series of Arduino-based robotics learning activities capture the fuller essence of concepts related to CT. Methods: College students (n = 50) completed a series of six robotics learning activities. Think-alouds, student reflections and performance scores were used to assess students' CT through a robotics challenge in virtual and physical learning environments. Results and Conclusions: Students verbalized CT concepts related to algorithmic thinking much more than abstraction, problem decomposition and testing and debugging. Students exposed to active learning performed better in a virtual robotics challenge compared to their peers in a traditional-oriented classroom. Students' scores on the physical robotics challenge increased as a function of the number of references they made to CT concepts during the think-alouds. It is possible to design pedagogical experiences that tap into various dimensions of CT at incremental levels of complexity through a series of Arduino-based robotics activities. With the integration of an online simulation, students can visualize and transfer their CT skills between a virtual and physical learning environment, thus leading to more sustainable learning outcomes.