Kindergarten Robot 3: Programming is Kid’s Play

Today I finally got to try my MEPROM-equipped Lego Mindstorms robot with a larger group of kids. As expected, this did not go quite as expected.

It turned out that trying to show a group of ten impatient kids that the robot read instruction codes and moved accordingly failed. Using a chaser program, where the robot drove around waiting for something to show up close in front of it and then drove full speed forward to try to hit it, was much easier to appreciate.  Classics like driving around avoiding to hit walls was also just as much fun as ever. Like my previous attempts, the kids piled up on the robot and tried to make it turn the way they wanted.

Clearly, physical exercise is easier to sell than cerebral exercise.

That said, I did manage to get some more thoughtful kids interested in getting the robot to go particular places. The setup I used was to put the robot on a starting square marked on the floor, and then putting a red bucket out on the floor some distance away. The kids were asked to help me program the robot to either hit the bucket or drive around it. I explained what the robot did as taking steps forward and turning, and actually the approximately 50 cm long runs it did for each blue programming tile was fairly similar to a serious step by a five-year-old (some kids instead started tip-toeing forward, which did not quite provide the correct stride).

As a safety device and to retain a semblance on intelligence on the part of the robot, I equipped it with a bumper in front. As soon as the bumper is hit, the robot is supposed to say “stop” and stop all activities.

The problems we tried were:

  • Put the bucket down in front and try to hit it, needing three forward to get there
  • Drive around said bucket, which required a program like blue, green, blue, yellow, blue, blue, yellow, blue, green (forward, right, forward, left, forward, forward, left, forward, right).
  • Leave the base and drive to the back instead of front.

I sat down with a group of three kids who really got into this part (even with ten other kids running around playing cops and robbers at a very high level of intensity). They did get the idea and did propose steps towards the solution. However, it is clear that at least initially; one cannot expect them to plan out an entire program in their heads.

Rather, we ended up in a style quite familiar to anyone learning a new programming language or taking their first programming course. Try one step, see where it takes us, add another step or two to the program, and try again. Very much how I myself solve programming and scripting problems where I interact with a complex and possibly unpredictable environment. In this way, we did manage to solve some problems, and I do think the kids understood what was going on.

To me, I feel the idea of the Lego-programmable robot as a preschool-level programming course is at least partially proven. As in most other educational ventures, what is needed is a good overall teaching environment. Next time, I will have to try this with a small group of kids, just after they have had a snack so that they are alert and fresh. I will also make sure to break up the hard work with some simple play, since that is needed to keep the kids from being bored.

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