Innovative use of Robots and Graphical Programming in Software Education, Scott Turner and Gary Hill Page | 1 Innovative use of Robots and Graphical Programming in Software Education Scott Turner and Gary Hill. Division of Computing, University of Northampton School of Science and Technology, The University of Northampton, St Georges Avenue, Northampton, NN2 6JD, United Kingdom Abstract Problem solving is an important skill for a computer scientist. Mindstorm based robots have been used previously, for teaching programming to computing and engineering students here we look at problem solving. These approaches focus upon the development of problem solving skills and not on learning a new programming language from the outset. Therefore, initially, any programming is kept simple with the minimum of commands, with „objects‟ unknowingly used, as these are later introduced/learnt during the programming stage of the computing module. This work suggests that using LEGO robots within the teaching of problem solving and the resulting java GUI emulation has some benefits for the students when learning to program. 1. Introduction The paper looks the teaching of programming and problem-solving in to computing undergraduate first year students using robots and graphical programming emulating the robot tasks. Probably the most important skills a computer scientist or engineer must possess are those of problem solving. These skills are highlighted in numerous benchmark and guideline statements for engineering and computing (Adams et al, 2008). While it is appreciated that being a good problem solver involves knowledge and experience, there must be other interventions that can improve process skills in engineering and computing undergraduates. Mindstorm based robots have been used previously, for teaching programming to computing and engineering students (Lawhead et al,2003; Price et al,2003; Williams et al, 2003 and Fagin 2003) here we look at problem solving. Lawhead et al (2003) stated that robots “…provide entry level programming students with a physical model to visually demonstrate concepts” and “the most important benefit of using ROBOTS in teaching introductory courses is the focus provided on learning language independent, persistent truths about programming and programming techniques. ROBOTS readily illustrate the idea of computation as interaction”. These approaches focus upon the development of problem solving skills and not on learning a new programming language from the outset. Therefore, initially, any programming is kept simple with the minimum of commands, with „objects‟ unknowingly used, as these are later introduced/learnt during the programming stage of the computing module. Work within the team (Turner and Hill, 2008) suggests that using LEGO robots within the teaching of problem solving and the resulting java GUI emulation has some benefits for the students. The students come on the courses with a range of experiences and abilities, but many of them have no or very limited experience of programming. The module is structured into two, with eight weeks (12 hours) spent on problem-solving, followed by sixteen weeks (24 hours) of graphical programming. As the module develops the focus evolves from general concepts to solving problems based around robots, assessed by a robot based project.