Today, in the era of robotics, different types of educational robots have been used extensively in school classrooms to facilitate teaching activities related to a variety of computer science concepts. Numerous studies have been performed that attempt to examine the effects of using tangible interfaces to enhance collaborative learning experiences. In most of these studies, feedback, which is a vital function for a successful game activity, is mainly provided by the trainers. However, this kind of feedback can be considered as static and general, while each trainee seeks clear, consistent, and even personalized feedback. This article proposes an interactive learning tool for introducing algorithmic thinking and sequencing using educational robots suitable for elementary and intermediate students. In more detail, in this article, we leverage a fuzzy-rule-based system and computer vision techniques to provide immediate, personalized feedback and recommendations to young students while they perform a series of activities using tangible robots. These activities relate to teaching programming skills and improve the algorithmic thinking of students. Experimental results revealed that participants were able to increase their algorithmic/programming thinking skills while developing a positive attitude toward programming. The interactive gaming factor that is embedded in the use of tangible robots, while participating in the activities, was proved to be a compelling and a rewarding experience. The article concludes that the use of the proposed feedback mechanism, when placed in a robot game environment, can lead to a positive and more effective learning process.

中文翻译：

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使用有形机器人介绍算法思维和排序

如今，在机器人时代，各种类型的教育机器人已在学校教室中广泛使用，以促进与各种计算机科学概念有关的教学活动。已经进行了许多研究，试图研究使用有形界面来增强协作学习体验的效果。在大多数这些研究中，反馈是成功开展游戏活动的重要功能，主要由培训师提供。但是，这种反馈可以被认为是静态的和一般性的，而每个受训者都希望获得清晰，一致甚至个性化的反馈。本文提出了一种交互式学习工具，用于使用适合中小学学生的教育机器人介绍算法思维和排序。更详细地，在本文中，我们利用基于模糊规则的系统和计算机视觉技术，为年幼的学生在使用有形机器人进行一系列活动时提供即时，个性化的反馈和建议。这些活动与教学编程技能和提高学生的算法思维能力有关。实验结果表明，参与者能够在发展对编程的积极态度的同时提高他们的算法/编程思维能力。参与活动时，嵌入有形机器人中的交互式游戏因素被证明是引人入胜且有益的体验。文章得出的结论是，当将建议的反馈机制放置在机器人游戏环境中时，可以导致积极而有效的学习过程。