FUN ROBOTICS TEACHING PROGRAMMING WITH PLAY

Abstract

The present study examines the effectiveness of gamified robotics as a method of teaching programming to elementary school students. Using a mixed methodological approach, the study compared an experimental group, which participated in a semi-structured leisure flight program, with a control group. The results showed a significant increase in programming knowledge and related skills in the experimental group, with an average improvement of 42% in test results, compared to 12% in the control group. A high level of engagement and intrinsic motivation was observed among participants, with 92% expressing a desire to continue learning the program through this approach. The qualitative analysis revealed improvements in collaboration, communication and problem-solving, as well as a positive change in students' attitudes towards mistakes and challenges. The final projects demonstrated creativity and practical application of the concepts learned. Despite the promising results, the study recognizes limitations in terms of sample size and duration of the intervention, which indicates the need for further studies on a larger scale. It is concluded that fun robotics has significant potential as a method of teaching programming, providing an attractive and effective learning environment that not only teaches technical skills, but also promotes essential skills for the 21st century.