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Abstract
This action research study examined the effect of custom memory/organizationinstructional aids to teach computer programming using iteration with LEGO Mindstorms. The strategies included KWL charts, flowcharts, and visual cues. This study focused on the strategies influence on students performances, students perceptions, and observed patterns and frequency of use by students. Activities/lessons used LEGO Mindstorms EV3 robots and theIntroduction to Programming LEGO Mindstorms EV3 Curriculum from Carnegie MellonsRobotic Academy. Action research utilized three cycles with the curriculum. This studyrevealed a pattern in which students were hesitant to use instructional aids when programming their robots and preferred trial-and-error methods. However, once students used the instructional aids and understood how to use them, a majority of students stated that KWL charts, flowchart,and visual cues helped them with programming their robot. The three instructional aids had similar benefits: students stated that they (a) were good for note-taking and reference guide, (b) helped organize thoughts, and (c) helped track progress. Moreover, students feedback led me to create a new version of the KWL chart to be used with programming, called the K(WL)n chart. Students suggestions on the design process of flowcharts influenced the limitation of the number and types of symbols typically used in a flowchart to two. These changes to the flowchart design process helped students understand how to design and use a flowchart with programming. Through the study, I identified that the use of chunking or reducing the amount of information into more manageable steps helped students programming their robots. Chunking was a main component of the success of the custom instructional aids used in this study.