Novices on the computer: a review of the literature
International Journal of Man-Machine Studies
A robot laboratory for teaching artificial intelligence
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Using autonomous robotics to teach science and engineering
Communications of the ACM
Robotics as an educational tool
Journal of Interactive Learning Research
Teaching design and project management with lego RCX robots
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Towards concrete concurrency: occam-pi on the LEGO mindstorms
Proceedings of the 36th SIGCSE technical symposium on Computer science education
An autonomous educational mobile robot mediator
Autonomous Robots
Collaborative robotic instruction: A graph teaching experience
Computers & Education
Exploring the educational potential of robotics in schools: A systematic review
Computers & Education
Indoor Mobile Robotics at Grima, PUC
Journal of Intelligent and Robotic Systems
Edutainment robotics as learning tool
Transactions on Edutainment III
User-Centered design of a teachable robot
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Resources and features of robotics learning environments (RLEs) in Spain and Latin America
Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality
Code club: bringing programming to UK primary schools through scratch
Proceedings of the 45th ACM technical symposium on Computer science education
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This paper suggests that robotics can provide a vehicle for guiding primary and secondary school children toward an effective understanding of programming and engineering principles. It observes that children find robotics stimulating and motivating, and that their interest in, and focus on, ‘making the robot do what I want’ leads them ‘via the back door’ to learn about programming and engineering in a way that is both well-grounded and generaliseable.These observations arise from empirical studies of children participating in robotics competitions: we conducted observations and interviews with all the participating teams at two robotics events (one regional, one international), and we followed one young robotics team in a case study. The children had almost all built their robots using LEGO MindStorms for specific competitions, with soccer, rescue and dance events. The children typically worked in teams, building robots as an extra-curricular activity supported by a teacher/mentor. The children came from a variety of educational and social backgrounds.The paper considers what makes robotics motivating to children, including children who are not considered ‘technically oriented’. It describes learning that has emerged from children's experiences in building and programming robots. It describes examples of children learning subjects that they previously considered difficult and inaccessible, in order to solve problems in robotics. It describes examples of children identifying and understanding principles, concepts, and elements of practice that are fundamental to programming and engineering. It describes further how secondary school students working in teams learned that this programming and engineering knowledge has a social context.