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Games, robots, and robot games: complementary contexts for introductory computing education.

, , and . GDCSE, page 66-70. ACM, (2008)

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Exploring the Symbolic/Subsymbolic Continuum: A Case Study of RAAM, , and . The Symbolic and Connectionist Paradigms: Closing the Gap, Erlbaum, Hillsdale, NJ, (1992)Using departmental surveys to assess computing culture: quantifying gender differences in the classroom., , , and . ITiCSE, page 188-192. ACM, (2003)Personalizing CS1 with robots., , , , , , and . SIGCSE, page 433-437. ACM, (2009)Python robotics: an environment for exploring robotics beyond LEGOs., , and . SIGCSE, page 317-321. ACM, (2003)Assessing the Impact of Using Robots in Education, Or: How We Learned to Stop Worrying and Love the Chaos., and . AAAI Spring Symposium: Educational Robotics and Beyond, AAAI, (2010)The Calysto Scheme Project., and . CoRR, (2023)Engaging Computing Students with AI and Robotics., , , , , and . AAAI Spring Symposium: Using AI to Motivate Greater Participation in Computer Science, page 55-60. AAAI, (2008)Patterns of Curriculum Design., and . Informatics Curricula and Teaching Methods, volume 245 of IFIP Conference Proceedings, page 77-86. Kluwer, (2002)The Pyro Toolkit for AI and Robotics., , , and . AI Magazine, 27 (1): 39-50 (2006)Computational Notebooks for AI Education., , and . FLAIRS, page 263-268. AAAI Press, (2015)