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Developing programming skills in inclusive educational robotics teams (Master thesis)

Τοπάλογλου, Αναστάσιος/ Topaloglou, Anastasios/ Προηγμένες Τεχνολογίες Πληροφορικής και Υπολογιστών

The present master’s thesis investigates the design, implementation, and evaluation of programming learning scenarios using the micro:bit, grounded in the principles of Universal Design for Learning (UDL), with the aim of supporting the cognitive and social skills of children with Autism Spectrum Disorder (ASD) in secondary education. The study is based on the contemporary need for meaningful inclusion of students with autism in mainstream classrooms, as well as on the growing importance of computational thinking and programming as essential 21st-century skills. The theoretical framework analyzes the characteristics and learning profiles of children with ASD, highlighting both the challenges they face in the school environment (social communication difficulties, cognitive inflexibility, sensory sensitivities) and their strengths (attention to detail, analytical thinking, interest in systems and technology). In addition, learning theories and pedagogical approaches related to differentiated instruction, scaffolding, visual support, and gamification are examined. Emphasis is placed on the principles of UDL, which advocate multiple means of representation, action and expression, and engagement, to ensure accessibility and meaningful participation for all learners. The research methodology follows a design-based research approach and includes the development and pilot implementation of educational scenarios using micro:bit and the MakeCode environment. The activities were designed to transform abstract programming concepts into tangible and visible learning experiences through physical computing. The evaluation of the intervention was conducted through systematic observation, documentation of student participation and collaboration, and feedback from teachers and parents. The findings indicate that the use of micro:bit, when integrated within a UDL framework, can significantly enhance the development of computational thinking skills, such as sequencing, problem decomposition, and debugging. At the same time, improvements were observed in social interaction, collaboration, and students’ self-confidence, particularly when activities were structured with clearly defined roles and cooperative learning strategies. Τhe study contributes both to the theoretical understanding of applying UDL in STEM environments and to educational practice, offering a practical and applicable model for inclusive programming instruction for students with ASD.