The document discusses a study on using Lego robots programmed in Java to teach problem solving skills to computing students. It found that students' understanding of problems, ability to analyze and test solutions, and identify central issues improved over time. Students reported that the visual nature of robots helped debug programs and identify errors. The conclusion is that robots have a positive impact on learning problem solving that increases over years of study.

1. Is it Visual? The importance of a
Problem Solving Module within a
Computing course
Kumuditha Achini Kariyawasam, Scott Turner, Gary Hill
School of Science and Technology, University of
Northampton

2. • Student’s views on a module that focuses initial
programming education on problem-solving, then later
syntax and software design methodology.
• The main vehicle for this is simple Lego based robots
programmed in Java for computing students.

3. Methodology Twist
• It is was an undergraduate student who:
– Devised the questions
– Collected the data
– Contributed to the analysis
• Undergraduate student working on a pedagogic research
project.

4. • The target student group was BSc Computing and HND
Computing:
– Year 1: Questions were not asked about their pathway.
– Year 2: Questions asked to different pathway students,
– Year 3: Questions again asked to a variety of pathway
students

5. The International and EU
students

6. Robots visual nature helped develop
problem solving skills?

7. Key Skills Year 1 2 3 4 5
Background 3 7.7 15. 7.7 46.2 23.1
understanding of 4
the problems 2 0 0 46.6 40 13.3
1 11.8 11.8 17.6 41.2 17.6
1. Strongly Disagree
2. Disagree
3. Unsure
4. Agree
5. Strongly Agree

8. Key Skills Year 1 2 3 4 5
Analysing the 3 7.7 7.7 7.7 46.2 30.
problem 8
2 0 0 0 80 20
1 0 11. 23.6 53 11.
8 8
1. Strongly Disagree
2. Disagree
3. Unsure
4. Agree
5. Strongly Agree

9. Key Skills Year 1 2 3 4 5
Testing 3 0 15.4 0 46.2 38.5
potential 2 0 13.3 6.7 46.7 33.3
solutions
1 5.9 5.9 5.9 64.7 17.6
1. Strongly Disagree
2. Disagree
3. Unsure
4. Agree
5. Strongly Agree

10. Key Skills Year 1 2 3 4 5
Implementation 3 0 15.4 7.7 38.5 38.
solutions 5
2 0 13.3 13.3 60 13.
3
1 5.9 0 5.9 64.7 23.
5
1. Strongly Disagree
2. Disagree
3. Unsure
4. Agree
5. Strongly Agree

11. Key Skills Year 1 2 3 4 5
Identifying the 3 7.7 15.4 15.4 23.1 38.5
central issue 2 0 0 13.3 80 6.67
1 5.9 0 11.8 64.7 17.6
1. Strongly Disagree
2. Disagree
3. Unsure
4. Agree
5. Strongly Agree

12. Example Responses
• “The visual nature helped to identify errors in the
programming logic and made it easier to rectify any errors
made.”
• “It helps me think through a problem if I can visualise it.”
• “…it takes the concept of problem solving and places it into
a physical and tangible domain…”
• “It’s a gentle introduction to the problem solving concept
and how it applies to the course and modules later…”
• “It’s easier to understand something if you can touch it and
try it in real life, rather than seeing it on a screen.”

13. Conclusion
• There appears to be a perceived increase in the positive
impact of using robots reported by second and third year
students, which seems to indicate that the visual and
physical nature of using robots is liked and ultimately
appreciated by the students.

14. Conclusion
• “Not enough resources to go round – e.g. robots”
(Second Year Student).

15. Complementary activity
• Greenfoot that compliments the robots, but can be run on
all computers in the labs and at home.