Abstract—This paper describes a robot for supporting teachers who are teaching computer programming classes. In its latest series of “Courses of Study”, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan strongly recommends the use of active learning systems and the introduction of computer programming education courses in elementary schools. Programming instruction typically includes explanations of the basic syntax used in programming languages, the application of that syntax, and related exercises. However, the teachers in programming classes commonly spend much more time correcting errors, that is, debugging their students’ programs, than they spend teaching. These delays can affect the progress of programming lessons and the motivation of the participating students. With these points in mind, we have developed a teaching assistant robot that is designed to support efficient classroom management of programming classes by advising and assisting students who are encountering problems. Herein, we describe the tasks performed by the teaching assistant robot in a classroom environment in which actual programming lessons are assumed to be taught. In particular, we explain the problems encountered by students in the process of learning basic programming techniques, the causes of the problems, the method by which the teaching assistant robot identifies those problems, and the contents of advice provided by the teaching assistant robot corresponding to those problems. We also show the effectiveness of the teaching assistant robot by conducting evaluation experiments.
Index Terms—Teaching assistant robot, supporting teachers, programming class, image processing, pepper robot.
K. Yoshino is with the Kanagawa Institute of Technology, Atsugi, Japan (e-mail: firstname.lastname@example.org).
S. Zhang is with the Kanagawa University, Hiratsuka, Japan (e-mail: email@example.com).
Cite: Kazuyoshi Yoshino and Shanjun Zhang, "Evaluation of Teaching Assistant Robot for Programming Classes," International Journal of Information and Education Technology vol. 10, no. 5, pp. 327-334, 2020.Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).