Robotic

Abstract TBA

Competency-based education gives students transparency and flexibility in their learning process. The usage can enhance motivation, especially in university settings where instructors address students with diverse backgrounds and prior knowledge together. Therefore, Artemis contains the adaptive learning system Atlas to support university teaching. To provide the best experience possible to students, it is essential to understand how students currently interact with the system integrated into Artemis and its impacts on their learning process.

This thesis develops an analog story-coding activity using Ozobot for German elementary school education. The activity combines storytelling with hands-on robotics to introduce fundamental programming concepts and computational thinking skills. Pupils guide the robot through stories using color-coded cards, without the need for text- or codeblock-based programming. Through iterative testing, the thesis examines the impact of this approach on pupils’ motivation, the activity’s usability and it’s feasibility in real teaching conditions. The thesis summarizes the findings to provide recommendations for designing story-driven analog robotics activities for elementary schools.

This Master’s thesis presents the design and implementation of a digital story-coding activity for elementary education using Ozobots. It combines narrative elements with block-based programming to introduce core computational thinking concepts in an engaging and accessible way. The study develops a customized Ozoblockly environment in German, reducing technical barriers and preparation effort for teachers. The story-driven approach makes programming tangible and expressive, fostering creativity, motivation, and inclusive participation. User testing in classrooms examines pupils’ engagement, intuitive use of programming concepts, and classroom feasibility, providing formative insights to guide iterative improvements. The results inform the design of low-threshold, inclusive computational thinking materials for early education.

This bachelor’s thesis aims to advance the Ozobot Board Game by transforming an existing prototype of an educational board game into a sustainable and classroom-ready product. The project focuses on developing a durable, engaging, and easy-to-use tool for teaching basic programming concepts. It seeks to enhance the game’s replayability while promoting equal participation and interest in computing education among all children, regardless of gender or cultural background. The design includes differentiated learning tasks, dynamic difficulty adjustment, and iterative refinement through user feedback and classroom testing. The final outcome will be a classroom-ready board game package, including adaptable learning resources and a teacher’s manual, designed for inclusive and flexible use in diverse educational settings.