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The application of educational robotics refers to the use of computers as tools to help students acquire, analyze, model, and control different physical processes, enabling children to gain skills, such as critical thinking, teamwork, scientific observation, and planning. Adopting educational robotics in the learning environment presents learners with knowledge that encourages their creativity and allows them to realistically play with new ideas and technologies, allowing students to understand advanced concepts, such as in the artificial intelligence field, cognition, and simulation. The learning approach of educational robotics also sets learners on the path to acquiring problem-solving skills and raises their level of social interaction and creativity. Additionally, the interaction with robotic productions offers students a chance to be realistic in problem-solving since these procedures are followed in solving real-life problems (Karatrantou & Panagiotakopoulos, 2008). Furthermore, Bilgic & Dogusoy (2023) discovered that incorporating block-based programming activities in lessons can enhance the learning experience for students by allowing them to actively participate and apply their knowledge in real-world scenarios. Additionally, the use of gamified activities can serve as a source of motivation for students toward both the programming activities and the course. Therefore, the adoption of educational robotics is excellent in helping students to discover and use diverse notions associated with scientific concepts, programming languages, and technology, while using an interdisciplinary approach in education (Karatrantou & Panagiotakopoulos, 2012).
The primary channel used in teaching and knowing the core programming structures include the user interface, programming language, and environment (Mason & Cooper, 2014). Regardless of the programming language taught or aspects included in learning programming languages, it is essential for students to learn the construction of algorithms using the core structures, such as selection, and iteration, as well as the mechanics of compiling (Dijkstra, 1972). This results in the teaching programming of educational robotics being complex and challenging to achieve success (Denning & McGettrick, 2005; McCracken et al., 2001). For instance, the challenges are attributed to the simultaneous interaction of different concepts. Students must understand the problem statement, navigate syntax rules, construct algorithms semantics, and navigate the programming interface to compile and execute a program (Jenkins, 2002).
Some argue that students in middle schools lack programming skills and lack the willingness to be immersed in coding compared to undergraduates. However, the generation’s views have changed, calling for reforms to the existing education system. Several studies have proposed the incorporation of computational thinking (CT). For example, Voogt et al. (2014) proposed the inclusion of CT in the curriculum, considering the importance of the subject in developing analytical and thinking skills. The widely proposed topic to be added to CT is computer programming. However, the issue of using the educational robot (Shim et al., 2017) is actually simplified by programming complexity, particularly for students.