An official website of the United States government
To better prepare future generations, knowledge about computers and programming are one of the many skills that are part of almost all Science, Technology, Engineering, and Mathematic programs; however, teaching and learning programming is a complex task that is generally considered difficult by students and teachers alike. One approach to engage and inspire students from a variety of backgrounds is the use of educational robots. Unfortunately, previous research presents mixed results on the effectiveness of educational robots on student learning. One possibility for this lack of clarity may be because students have a wide variety of styles of learning. It is possible that the use of kinesthetic feedback, in addition to the normally used visual feedback, may improve learning with educational robots by providing a richer, multi-modal experience that may appeal to a larger number of students with different learning styles. It is also possible, however, that the addition of kinesthetic feedback, and how it may interfere with the visual feedback, may decrease a student’s ability to interpret the program commands being executed by a robot, which is critical for program debugging. In this work, we investigated whether human participants were able to accurately determine a sequence of program commands performed by a robot when both kinesthetic and visual feedback were being used together. Command recall and end point location determination were compared to the typically used visual-only method, as well as a narrative description. Results from 10 sighted participants indicated that individuals were able to accurately determine a sequence of movement commands and their magnitude when using combined kinesthetic + visual feedback. Participants’ recall accuracy of program commands was actually better with kinesthetic + visual feedback than just visual feedback. Although the recall accuracy was even better with the narrative description, this was primarily due to participants confusing an absolute rotation command with a relative rotation command with the kinesthetic + visual feedback. Participants’ zone location accuracy of the end point after a command was executed was significantly better for both the kinesthetic + visual feedback and narrative methods compared to the visual-only method. Together, these results suggest that the use of both kinesthetic + visual feedback improves an individual’s ability to interpret program commands, rather than decreases it.
more »
« less
Curricula for teaching end-users to kinesthetically program collaborative robots
Non-expert users can now program robots using various end-user robot programming methods, which have widened the use of robots and lowered barriers preventing robot use by laypeople. Kinesthetic teaching is a common form of end-user robot programming, allowing users to forgo writing code by physically guiding the robot to demonstrate behaviors. Although it can be more accessible than writing code, kinesthetic teaching is difficult in practice because of users’ unfamiliarity with kinematics or limitations of robots and programming interfaces. Developing good kinesthetic demonstrations requires physical and cognitive skills, such as the ability to plan effective grasps for different task objects and constraints, to overcome programming difficulties. How to help users learn these skills remains a largely unexplored question, with users conventionally learning through self-guided practice. Our study compares how self-guided practice compares with curriculum-based training in building users’ programming proficiency. While we found no significant differences between study participants who learned through practice compared to participants who learned through our curriculum, our study reveals insights into factors contributing to end-user robot programmers’ confidence and success during programming and how learning interventions may contribute to such factors. Our work paves the way for further research on how to best structure training interventions for end-user robot programmers.
more »
« less
- Award ID(s):
- 2143704
- PAR ID:
- 10525520
- Editor(s):
- Adebisi, John
- Publisher / Repository:
- Plos One
- Date Published:
- Journal Name:
- PLOS ONE
- Volume:
- 18
- Issue:
- 12
- ISSN:
- 1932-6203
- Page Range / eLocation ID:
- e0294786
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
The field of end-user robot programming seeks to develop methods that empower non-expert programmers to task and modify robot operations. In doing so, researchers may enhance robot flexibility and broaden the scope of robot deployments into the real world. We introduce PRogramAR (Programming Robots using Augmented Reality), a novel end-user robot programming system that combines the intuitive visual feedback of augmented reality (AR) with the simplistic and responsive paradigm of trigger-action programming (TAP) to facilitate human-robot collaboration. Through PRogramAR, users are able to rapidly author task rules and desired reactive robot behaviors, while specifying task constraints and observing program feedback contextualized directly in the real world. PRogramAR provides feedback by simulating the robot’s intended behavior and providing instant evaluation of TAP rule executability to help end users better understand and debug their programs during development. In a system validation, 17 end users ranging from ages 18 to 83 used PRogramAR to program a robot to assist them in completing three collaborative tasks. Our results demonstrate how merging the benefits of AR and TAP using elements from prior robot programming research into a single novel system can successfully enhance the robot programming process for non-expert users.more » « less
-
Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming. Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand. Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills. Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test. Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.more » « less
-
Trigger-action programming (TAP) is a programming model enabling users to connect services and devices by writing if-then rules. As such systems are deployed in increasingly complex scenarios, users must be able to identify programming bugs and reason about how to fix them. We first systematize the temporal paradigms through which TAP systems could express rules. We then identify ten classes of TAP programming bugs related to control flow, timing, and inaccurate user expectations. We report on a 153-participant online study where participants were assigned to a temporal paradigm and shown a series of pre-written TAP rules. Half of the rules exhibited bugs from our ten bug classes. For most of the bug classes, we found that the presence of a bug made it harder for participants to correctly predict the behavior of the rule. Our findings suggest directions for better supporting end-user programmers.more » « less
-
null (Ed.)As a popular language for teaching introductory programming, Java can profoundly influence beginner programmers with its coding style and idioms. Despite its many advantages, the paradigmatic coding style in Java is often described as verbose. As a result, when writing code in more concise languages, such programmers tend to emulate the familiar Java coding idioms, thus neglecting to take advantage of the more succinct counterparts in those languages. As a result of such verbosity, not only the overall code quality suffers, but the verbose non-idiomatic patterns also render code hard to understand and maintain. In this paper, we study the incidences of Java-like verbosity as they occur in Python codebases. We present a collection of Java-Like Verbosity Anti-patterns and our pilot study of their presence in representative open-source Python codebases. We discuss our findings as a call for action to computing educators, particularly those who work with introductory students. We need novel pedagogical interventions that encourage budding programmers to write concise idiomatic code in any language.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1371/journal.pone.0294786
