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Robots are a popular and engaging educational tool for teaching computational thinking, but they often have significant costs and limitations for classroom use. Switching to a simulated environment can eliminate many of these difficulties. By also providing students with a block-based programming environment, the barrier to entry can be further reduced. This paper presents a networked virtual robotics platform designed to create an environment which is highly accessible for novice students and their teachers alike, along with components of a curriculum designed to teach computational thinking skills through robotics programming challenges, including autonomous challenges and in-class competitions. Students access this platform through an extension of the same web interface used for programming their robots, which allows students to collaborate on code and view a shared simulated virtual space. Previously, this virtual robotics platform was used only to facilitate distance education. This paper demonstrates its use in an in-person class during the Spring 2022 semester, illustrating the affordances of a virtual robotics environment for face-to-face learning contexts as well. Students' computational thinking skills were evaluated with assessments both before and after the class, along with surveys and interviews given to determine their opinions and outlooks regarding computer science. The results show that students had a significant improvement in both attitudes and aptitudes.
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ATRP Kinetic Simulator: An Online Open Resource Educational Tool Using Jupyter Notebook and Google Colaboratory
This study reported the application of an interactive Open Education Resource, namely, an open virtual experiment simulator education tool (OVESET), in teaching the kinetics of atom transfer radical polymerization (ATRP) in a polymer science classroom. The OVESET ATRP kinetic simulator aims at improving students’ inductive reasoning skills. Students were encouraged to perform virtual experiments to systematically examine the influence of each parameter, e.g., type of polymerization and concentrations of reagents, and to observe and make logical explanations of the general trends behind each series of experiments. The tool was designed to maximize accessibility and flexibility through open licensing. The simulator runs under the Jupyter Notebook environment, which is free to use, modify, and redistribute; therefore, instructors can adapt the simulator based on their teaching contexts. The simulator can be applied in a classroom setting without requiring any software installation and can be used across different operating systems. Assessment of the implementation demonstrated that students’ learning outcomes and STEM and polymer science identity were improved. Students also rated the tool as useful in increasing their understanding and inductive reasoning. The quick and in-place response of the notebook makes it ideal for both in-class demonstrations and after-class practices. The tool is freely available at https://bit.ly/ATRP-Simulator.
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- Award ID(s):
- 2142043
- PAR ID:
- 10426936
- Date Published:
- Journal Name:
- Journal of Chemical Education
- ISSN:
- 0021-9584
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1021/acs.jchemed.2c01250
