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|December 6, 2021
PubMed
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This review analyzes Tangible Programming Languages (TPL) and Graphical Programming Languages (GPL) for young children. It explores language features, learning activities, and educational robotics trends to identify opportunities for TPL improvement.

Area of Science:

  • Computer Science Education
  • Human-Computer Interaction
  • Educational Technology

Background:

  • Integrating programming into early education is crucial for developing computational thinking and 21st-century digital skills.
  • Tangible Programming Languages (TPL) offer a hands-on approach for children aged 4+ to engage with programming concepts.
  • Existing research often focuses on TPL in isolation, necessitating a comparative analysis with other modalities like Graphical Programming Languages (GPL).

Purpose of the Study:

  • To review and analyze existing solutions for Tangible Programming Languages (TPL) in various educational contexts.
  • To compare TPL with non-TPL solutions, specifically Graphical Programming Languages (GPL), considering their features, usage, and associated learning activities.
  • To evaluate the contribution of different input (TPL vs. GPL) and output devices (physical robots vs. graphical simulations) to educational robotic systems and identify areas for TPL enhancement.
Keywords:
computational thinkingeducational roboticshuman computer interactionlanguage complexitytangible programming languages

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Main Methods:

  • Systematic literature review of TPL and GPL solutions in educational settings.
  • Characterization of language interaction features, usage patterns, and learning activities.
  • Comparative analysis of TPL and GPL based on input modalities and output device types (e.g., physical robots, graphical simulations).
  • Development of a diagram illustrating the relationship between language complexity, target age, and output device types.

Main Results:

  • Identified diverse features and learning activities associated with TPL and GPL.
  • Established a relationship between language complexity, target age, and output device types in a visual diagram.
  • Evaluated the impact of different input/output modalities on educational robotic systems, highlighting trends.
  • Uncovered opportunities for extending and improving TPL based on the analyzed solutions.

Conclusions:

  • TPL and GPL offer distinct yet complementary approaches to teaching programming to young children.
  • The choice of input and output devices significantly influences the effectiveness of TPL and GPL in educational robotics.
  • Further development of TPL can enhance their integration into curricula, fostering computational thinking and digital skills more broadly.