Evaluation of the ROOT Robot System and Curriculum to Improve Computational Thinking in Chinese Children

Abstract

Computational thinking (CT) is defined as the thought process of formulating problems and expressing their solutions. In recent times, children increasingly program and CT is a fundamental skill to master. Research shows children often lack such skill. In this work, we contribute an analysis of the ROOT robot system and its associated curriculum to aid in the development of CT skills in children aged 4–10 years old (in China). In particular, we measure the concepts of abstraction, analysis, generalization, algorithmic thinking, logical thinking, sequential problem solving, self-confidence, and self-checking capability throughout a 10-week course. The results show 71% students developed “Excellent” CT performance and 29% achieved “Good” performance. The key lesson is that children s CT skills develop positively when programming with the ROOT learning platform.