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This study explores first-year Mechatronics undergraduate students' attitudes toward screen-free coding robots, typically designed for preschool and early elementary education. The research was conducted using the Kids First Coding & Robotics kit by Thames & Kosmos, allowing users to engage with fundamental programming concepts through paper code cards without using computer or mobile devices. Students participated in workshops at the beginning and end of the semester, focusing on loops and functions. Data were collected through pre- and post-workshop surveys and task performance metrics to gain insights into student experiences and perceptions. The results indicate that screen-free
coding methods can enhance understanding and motivation in learning basic programming concepts despite initial reservations about using tools designed for children. During the workshop, students demonstrated improvements in task completion times and the effective use of programming constructs such as loops and functions. The iterative learning process, visual feedback on coding errors, and hands-on interaction possibly contributed to these positive outcomes. The study highlights the potential benefits of integrating screen-free coding techniques into higher education, suggesting that such approaches can foster deeper engagement and comprehension of programming concepts. However,
future research should involve larger samples and multiple sessions to evaluate the sustained effectiveness of these educational approaches.
screen-free coding, educational robotics, university students, programming education.
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