The integration of robotics in education provides students with the ability to increase their creative thoughts and actions through innovative design and programming skills (Danahy et al., 2014).
THE OZOBOT
The OZobot is a robot that allows the opportunity for users to create a connection between the virtual and physical world (Hanson-Baldauf & Hassell, 2009). The bots have the function to be coded in two seperate ways. The first is through a web based tool called ‘Ozoblockly’(See figure 1 and 2) which uses a block-based programming language that allows its users to visually process the concepts of programming and coding (Hanson-Baldauf & Hassell, 2009). The second is through colour-code language which is the mixture of both lines and colours on a surface, which is called “OzoCodes” (Fojtik, 2017; Zazek & Smolka, 2019, p. 38).
Figure 1: Screenshot of me completing level 1 (CC by Lily Schiru) 
Figure 2: Screenshot of me completing level 10 (CC by Lily Schirru)
Zazek & Smolka (2019) outline three ways of thinking that, if engaged together, will ultimately reach computational thinking; analytical, algorithmic and logical. The Ozobot has the potential of teaching students computational thinking through the learning of coding and algorithms. For example, a geography class is learning about the climate; students trace a map of the world, red in warmer regions and blue in colder regions (Fojtik, 2017). Students then program the Ozobot to move faster in colder areas, and slower in the warmer regions (Fojtik, 2017).
The perceptions of robotics to some may seem complex, however, this is not always the case! The features of the Ozobot and the programs that come with, allow for flexibility in regards to teaching different levels in schools. The ozobot itself can be used in primary schools to teach simpler coding tasks. Whilst at the same time, due to the programmability within ozoblockly, it allows for more complex programming tasks for high school students (Zazek & Smolka, 2019). The interactive nature of the Ozobot and its ‘toy-like’ look can act as a way of grasping students attentiveness, resulting in a more willingness and motivation to learn. The open ended nature of the ozobot, meaning its uses can essentially choose how they would like to use it or program it, allow students to use their creativity to imagine, design and create different activities.
Reference list
Danahy, E., Wang, E., Brockman, J., Carberry, A., Shapiro, B., & Rogers, C. B. (2014). Lego-based robotics in higher education: 15 years of student creativity. International Journal of Advanced Robotic Systems, 11(2), 27.
Fojtik, R. (2017). The Ozobot and education of programming. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(5).
Hanson-Baldauf, D., & Hassell, S. H. (2009). The information and communication technology competencies of students enrolled in school library media certification programs. Library & Information Science Research, 31(1), 3-11.
Ozobot. (2014, August 18). Watch Ozobot In Action. [Video]. YouTube. https://www.youtube.com/watch?v=3-cWPzBiO8c
Zacek, M., & Smolka, P. (2019). Development of Computational Thinking: Student Motivation Using Ozobot. In Proceedings of the 2019 3rd International Conference on Education and E-Learning. 36-40.
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