Enhancing CS1 Education through Experiential Learning with Robotics Projects

To address the challenges of generative AI in CS1 education, especially its misuse by students to bypass coding exercises, which undermines their engagement with foundational learning, CS1 curricula are evolving to emphasize higher-level problem-solving and systems thinking. In response, a novel experiential learning initiative grounded in High-Impact Practices was introduced to a CS1 course over the course of 2 semesters, involving 132 students. This initiative utilized robotics lab assignments to enhance computational thinking across various levels of granularity, from individual functional components to overall system behaviors, bridging conceptual understanding with real-world applications. The approach emphasized project-based learning, extended engagement time, and reflective practices to deepen students' understanding of core computing concepts and scaffold knowledge integration. The curriculum featured both individual and team-based lab assignments to build foundational skills followed by collaborative problem-solving. The initiative's impact was assessed against a control group of 427 students who completed traditional web development lab assignments. Evaluation methods included thematic analyses of student reflections, instructor opinion surveys, and statistical analysis of exam performances across the semester. Results revealed a substantial positive effect on self-efficacy and learning outcomes. Students in the experiential learning group reported increased confidence in applying their computing skills to real-world scenarios, heightened engagement, and greater improvements in technical proficiency. Notably, their exam scores demonstrated a statistically significant improvement compared to the control group. These findings highlight the effectiveness of integrating practical, interactive elements into computer science education to meet the demands of a rapidly evolving technological landscape.