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PREOP(Providing Robotic Experiences
Through Object-Based Programming)
By James Davis, Briana Wellman, Michael Raines, Monica Anderson
The University of Alabama
Overview of PREOP– Developed to increase student retention rates in first-
year CS programs– Combines the Alice interface with robotics
Motivation• Correlation between confidence and
perseverance• A study at Virginia Tech [4] – Students that rated their knowledge of computers
as being better than their classmates were more likely to continue
– Students that transferred to a different field of study had comparable grades to those that continued
• PREOP is designed to address confidence
Approach: PREOP• PREOP – Students program robots using a drag-and-drop,
syntax-free interface– Students’ algorithms generate both a virtual and
physical output• Thus, increasing the chance of providing compelling results
Approach: Classroom Setup
• iRobot Creates – inexpensive pre-built robots – purchased for 100.00 USD each– Roomba without the vacuum
• USB Bluetooth devices • BAM modules
Approach: Course Description
• PREOP was used in CS1 laboratory– 1 of the 5 labs of CS1 used PREOP– Class included a 10 to 15 minute lecture on
fundamental programming concepts– Students had to complete an active-learning lab
assignment using PREOP
Results
• Survey– Students asked to rate their computer knowledge
and programming skills• 1 = above average • 0 = average• -1 = below average
Future Work
• Analysis of students currently enrolled in CS1 laboratory
• Implementation with other robot platforms such as Lego Mindstorms and Scribblers
Summary
• PREOP was developed to increase the retention of CS students at the University of Alabama
• PREPOP combines the advantages of robotics and programming with Alice
• Results indicate that the students in the PREOP Lab, are more likely to be registered for the CS2 course
• Students in the PREOP Lab also rate their programming skills and computer knowledge as higher than their peers in the non-PREOP Labs
• We are currently deploying PREOP for use in all lab sections associated with CS1
Additional Information
• For downloads, videos, and instructional material visit http://cs.ua.edu/preop/
• PREOP is supported by NSF DUE-0736789
References
• [1] Cooper, S., Dann, W., and Pausch, R. 2000. Alice: a 3-D tool for introductory programming concepts. In Proceedings of the fifth annual CCSC northeastern conference on The journal of computing in small colleges. Ramapo College of New Jersey, Mahwah, New Jersey, United States: Consortium for Computing Sciences in Colleges. 107-116.
• [2] Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook. 2008-09 Edition, Computer Scientists and Database Administrators, http://www.bls.gov/oco/ocos042.htm (visited Dec. 2008).
• [3] Zweben, S., “Computing Degree and Enrollment Trends,” From the 2007-2008 CRA Taulbee Survey, http://cra.org,
• [4] Patterson, L., and Trasti, J. 2002. Women Students in Computer Science: Student Perspectives of Faculty Bias as a Possible Influence on Student Retention. In J. Sawyers (Ed.), Mid Atlantic Conference on the Scholarship of Diversity. Blacksburg, VA: Virginia Polytechnic Institute and State University
• [5] Fagin, B. S., and Merkle, L. 2002. Quantitative analysis of the effects of robots on introductory Computer Science education. J. Educ. Resour. Comput. 2, 4.
• [6] Pearce, J., and Nakazawa, M. 2008. The funnel that grew our cis major in the cs desert. P6oceedings of the 39th SIGCSE technical symposium on Computer science education, 503-507.
Traditional CS1 Lab TopicsDraw a Diagram
Make a Systematic ListEliminate Possibilities
Use Matrix LogicLook for a PatternGuess-and-Check
Identify SubproblemsAnalyze the Units
Solve an Easier Related ProblemCreate a Physical Representation
Work BackwardsDraw Venn DiagramsConvert to Algebra
Evaluate Finite DifferencesOrganize Information
Change FocusVisualize Spatial Relationships