Exploring Children Preferences regarding Tangible and Graphical Tools for Introductory Programming: Evaluating the PROTEAS Kit

Abstract

This paper investigates children preferences regarding tangible and graphical tools for introductory programming. The study makes use of the PROTEAS (PROgramming TangiblE Activity System) kit, an ensemble including one graphical and two tangible programming tools. The kit was designed to operate as a user friendly introductory programming tool even for children of pre-school age. Using the tangible programming tool of PROTEAS children can develop their code by arranging real cube-shaped blocks that represent simple programming commands. Alternatively they may create programs by dragging programming commands with mouse in an isomorphic graphical computer environment. In our study, 27 children (7-8 years old) used both tangible and graphical tools to program the actions of a LEGO robot. Using questionnaires we evaluated children's first sight preference, enjoyment and easiness in the use of the two interfaces. Moreover, we measured children's preference in relation to the type of activity, team or stand alone play. The results showed that the tangible subsystem was selected for team play was easier to be used and simultaneously more enjoyable than the graphical one.