RoboBlockly Studio：具有身体反馈的对话式积木编程用于计算思维
RoboBlockly Studio: Conversational Block Programming with Embodied Robot Feedback for Computational Thinking
AI总结：
本文提出RoboBlockly Studio，结合积木编程、对话AI教学代理和具身机器人执行，通过迭代循环提升学生计算思维能力，探讨AI与机器人在教育中的应用。
摘要：
计算思维（CT）日益被推广为核心素养，但学习者和教师在将抽象程序逻辑与有意义结果联系起来时面临挑战。我们设计并评估了RoboBlockly Studio，一个集成了积木编程、对话式AI教学代理和具身机器人执行的交互系统。RoboBlockly Studio创建了一个紧密的迭代循环，包括创作、运行、观察和修订。基于对五位编程教师的访谈，系统旨在支持四个目标：（1）在计算思维中保持学习者的自主性，（2）使程序行为透明且可解释，（3）将编程根植于具身、课堂对齐的任务中，（4）通过基于教学的AI对话来 scaffolding 反思。我们部署了RoboBlockly Studio与32名高中生，观察机器人和AI反馈如何影响学生与代码的互动、问题解决策略的反思以及对CT概念的理解。我们讨论了设计见解和在创建整合AI和机器人交互的具身学习环境中的意义，以支持计算教育中的CT学习。
英文摘要：
Computational thinking (CT) is increasingly promoted as a core literacy, yet learners and teachers face challenges in connecting abstract program logic to meaningful outcomes. We design and evaluate RoboBlockly Studio, an integrated interactive system that combines block-based programming, a conversational AI teaching agent, and embodied robot execution. RoboBlockly Studio creates a tight iterative loop of authoring, running, observing, and revising. Informed by interviews with five programming teachers, the system was designed to support four goals: (1) preserving learner agency in computational thinking, (2) making program behavior transparent and interpretable, (3) grounding programming in embodied, classroom-aligned tasks, and (4) scaffolding reflection through pedagogically grounded AI dialogue. We deployed RoboBlockly Studio with 32 high school students, observing how robot and AI feedback influenced students' interactions with code, reflections on problem-solving strategies, and understanding of CT concepts. We discuss design insights and implications for creating interactive, embodied learning environments that integrate AI and robotics to support CT learning in computing education.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
