Dezibot

In a technology driven world, it is fundamental for children to gain IT competencies. Therefore, every child should learn how to program. Some approaches to help students to learn programming quickly exist already, but mostly graphical programming languages are being employed in primary courses. With our research, we focus on higher years and the learning of complex programming languages. C++ is one of the most important programming languages, especially when considering mobile devices. In this paper, we want to prove that with basic knowledge of programming constructs learned through, for example, graphical programming languages, a switch to complex languages is easily and quickly possible with the motivation of robots. With higher programming languages, the entry level is very high, which is why motivation often suffers. Robots break this motivational barrier for students. In our teaching model, we use the educational robot Dezibot. The Dezibot is a small, inexpensive and connected robot. We will evaluate the learning process of students and discuss their study progress under consideration of motivational aspects in this paper.

In this work, we introduce a small, inexpensive, and connected educational robot, the Dezibot 2 . Its 50 mm diameter facilitates its portability, so students can move the Dezibot 2 around easily, and it can also be used on ordinary school desks during large classes. The economical design allows a personal robot for each student at a price of $7.33. Its connectivity via Wi-Fi enables cooperative learning techniques at home as well as in class. The hardware is ready to use out of the box, and its Arduino-based programming accelerates the start into the world of programming robots.

Im Mittelpunkt steht der Vergleich verschiedener Roboter, welche als Lehrmittel an Schulen geeignet sind und in mehreren Kategorien miteinander verglichen werden. Außerdem wird das Projekt Dezibot präsentiert. Das Ziel des Projektes ist es, einen Bausatz für einen Roboter zu entwickeln, welcher $10 kosten soll und an Schulen verwendet werden kann. Dabei liegt der Schwerpunkt der Bewertung darauf, dass jeder Lernende mindestens einen Roboter an seinem Arbeitsplatz alleine nutzen und programmieren kann. Es sollen keine dedizierten Räume notwendig sein.