The Engineers of Tomorrow

Teaching Robotics to Primary School Children

Sabina Jeschke , Akiko Kato , Lars Knipping
1

University of Stuttgart, Department for Computer Science, Electrical Engineering & Information
Technology, Center of Information Technologies and Institute of Information Technology Services,
70553 Stuttgart, Germany (sabina.jeschke@rus.uni-stuttgart.de)
Berlin University of Technology, School of Mathematics and Natural Sciences, Center for
Multimedia in Education and Research, 10623 Berlin, Germany ({kato, pfeiffer, erhard}@math.tuberlin.de)
1

Abstract
In Germany we have seen a rising concern on lacking in numbers of students in science and engineering
in recent years. Technological subjects are often regarded as not attractive by potential students. To
address these problems early in the development of the children we offer courses in robotics. These
benefit from the attractiveness of robots in popular culture, imposing a very low inhibition threshold.
Positive technology experience for the participants of both genders can be created by paying attention to
gender-sensitive aspects. By using tool sets like LEGO Mindstorms one can provide hands-on
experiences and immediate results, giving the children both opportunities for creativity and a sense of
achievement. A wide range of scientific and technological skills can be covered easily by employing this
highly interdisciplinary field.
1. Introduction
In Germany, industry expresses its grave concerns about the lacking number of trained engineers since several
years. Among the primary reasons for this problem are low numbers of freshmen and high dropout rates.
Moreover the number of female students in engineering subjects is especially low. Potential students often view
technological subjects as rather difficult and theoretical, lacking social relevance and adequate relations to
applications in their professional work later on. To approach these shortcomings, we propose not only to reform
engineering studies to become more attractive and more application-oriented. We also want to introduce
teenagers and even children to technological and scientific subjects to foster interest and skills early in their
development.

Figure 1. Girl working on the RCX model, the

predecessor to the NXT.
Therefore we developed robotics curricula targeting children in primary school (ages 6 to 12). Its goal is to spark
interest in natural sciences, engineering and computer science, early setting the course for further learning.
Robotics is perfectly suited to introduce children to technology and demonstrate a variety of concepts to them.
Robots fascinate children and are popular due to their presence in TV, movies, and literature. Their applications
in numerous areas like industry, medical care, housekeeping, area exploration, etc. are well covered in media.

2. Concept
For the reasons given above, we offer courses for pupils to introduce them to the basics of robotics by letting
them construct their own toy robot and control its behavior by programming it. To allow fast results we use
robotics construction sets of the LEGO NXT Mindstorms series [3]. Such sets pose a particularly convenient
way to build physical programmable models without having to know anything about hardware. On earlier
courses we gathered experiences with the predecessor model of the NXT, the LEGO RCX, see Figure 1. The
NXT represents an ideal tool for our purposes, not only serving as a physical model for programming, but also
being easy to handle and still allowing lots of freedom for creativity. Many of our students already have
experiences with LEGO building and are eager to create more sophisticated constructions with them. The NXT
set consists of structural and mechanical building parts (beams, pins, axels, gear wheels, etc.), the NXT
intelligent brick, several motors (the actuators) and sensors. The intelligent brick is a programmable device
with monochrome LCD screen, build-in loudspeaker, four push-buttons, and plugs to connect up to three
actuators and four sensors. To download programs onto the brick, it can be connected to a PC via USB.
Alternatively one can use the Bluetooth capabilities of the NXT brick, which also allows direct communication
between bricks. Sensors available in the default packages include touch sensors, ultrasonic sensor for measuring
distances to objects, sound sensors, light sensors, and rotation sensors (integrated into the motors). See Figure 2
for an example robot built from an NXT kit.

Figure 2. Robot built from an NXT kit.

The hardware can be controlled by using a graphic programming language named NXT-G (see Figure 3),
available from LEGO and evolved from the LabVIEW programming environment [4]. It can be easily learned
and allows the children to control their robots without any previous knowledge on programming. Other
programming languages are available for the NXT, for example RobotC and NXC, the latter usable with the
Open Source programming environment BricxCC. However, these are more suited for older students to get
training with regular text based programming. While the NXT-G environment also allows sophisticated
programs using a data flow concept, basic development features are presented simple enough to be used by our
target group. These rely on plugging together predefined control blocks and set some variables on them (e.g. for
a motor control block power level, drive direction, duration etc.). Experiences showed that even young children
can quickly develop rather complex robot behavior using these tools.
As a historical side note, the idea to computer controlled models to be an aid in the teaching of programming
concepts is already around for quite a while. Paperts version of the turtle robot [5], supported by the Logo
programming language of the late 60s, is perhaps the best known example, and the original Karel the Robot [6]
existed not only as simulation, but as well as physical model. In fact, the LEGO Mindstorms product line was
named after a book from Papert on childrens learning [5].

Figure 3. NXT-G graphical programming environment.

In summary, the children are instructed to a basic working knowledge in robotics in an aged appropriate way. It
qualifies them to design, construct, and program an autonomous mobile robot, on their own or in teamwork.
Depending on the length of the course, exercises of different complexity are given to be solved using the
supplied robotic sensors and actors, for example to find a black line on the floor and to follow its path. At the end
of a course each of the participants presents his or her results. The total duration of the courses may be varied
depending on the topical depth desired, starting from a single short introductory course of three to four hours
length up to a consecutive series of full day courses.
The overall concept is based on the project Roberta Mdchen erobern Roboter (Roberta Girls conquer
robotics) [1,2] devised by IAIS Fraunhofer Institute engage students in activities that build up positive attitudes
towards science and technology. At the Berlin Institute of Technology, we regularly arrange training in robotics
for school children in primary education with ages ranging from 6 to 12 years since early 2007. Our experiences
show that the courses are highly intriguing to children, both boys and girls in fact, the feedback to course
offerings can only be described as enthusiastic. To get evaluation data a special questionnaire for the course
participants have been developed. After analyzing the first 51 of these questionnaires for different courses, the
overall result tells us that 94,1% of participants enjoyed the course and even 98,0% would recommend it to
others. The high creativity and the obvious social relevance of robots are especially alluring aspects for female
students. Fast successes and visible, tangible results help the participants building self-confidence on their
science and technology skills. Having female instructors is also helpful for girls, as they often lack positive
female role models in the engineering areas. Results from questionnaires displayed a high satisfaction for all
participants.
3. Conclusion
Using the described approach offers a suitable framework to introduce young students into science and
technology by hands-on experiences of robotics design and function principles. Due to the highly
interdisciplinary nature of robotics the course participants get introduced into a wide variety of subjects while
working on hardware and software, for example mechanics, mechatronics, sensor technology, electrical
engineering, mathematics, and computer science. The results of their programming become directly observable
and tangible in the physical world, resulting in much simpler debugging and optimatization cycles and
immediate positive feedbacks on success. The use of hands-on robotics facilitates an active learning
environment, interpersonal communication, and programming. Projects in these courses support learning
fundamental technological knowledge. In addition, problem-solving methodology, working on projects and in
teams are practiced. The courses include an analyzing phase, a design phase, a technical implementation phase, a
test phase, and a final presentation of the results and thus compromise all major steps in product- and goaloriented work. The children learn, how to organize in teams and assign tasks, training widely applicable soft
skills by this process.
The teaching concept shown here should introduce children early on to scientific thinking and technological
skills, stimulating interest for further explorations into these fields. Starting with robotics they get to know a
highly up-to-date research area with applications in numerous fields. The vast positive feedback from the
participants makes us confident on positive long-term effects like attracting more students especially more
women for technological and scientific studies.

BIBLIOGRAPHY
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S. Hartmann, H. Schecker, and J., Rethfeld, Mdchen und Roboter Ein Weg zur Physik? in: Pitton (Ed.), Relevanz fachdidaktischer
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LEGO. LEGO MINDSTORMS Official site. http://mindstorms.lego.corn (last visited Jan. 28th, 2008).
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R. E. Pattis, Karel the Robot: A Gentle Introduction to the Art, John Wiley and Sons, 1981.