Bjarke Kristian Maigaard Kjær Pedersen
ABSTRACT
In this paper we present the results from a study in which participants (n=26, aged 6-9) were exposed to two different ER systems, one based on tangible tile-based programming and one on visual block-programming. During the transition from the first to the second system, mediated transfer of knowledge regarding computational concepts, were observed. Furthermore, the participants CT skills were likewise observed to improve throughout the study, across both ER systems.
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Index Terms
- Educational Robotics and Mediated Transfer: Transitioning from Tangible Tile-based Programming, to Visual Block-based Programming
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