A Study on Dash & Dot to Improve APL in Higher Grades of Primary School

In response to the rapid changes of the times, programming languages have become an indispensable part of education at all levels. This study investigates the impact of “cooperative learning” on the learning attitudes and achievements of senior elementary school students using the “Dash Book Swift Programming Language” and Dash and dot robot. The research involved 50 senior grade students from an elementary school in Hsinchu, divided into an “experimental group” and a “control group.” The experimental group received “cooperative and integrated teaching,” while the control group was taught using “traditional example-based teaching.” The experiment spanned 10 weeks, with each lesson lasting 40 minutes, amounting to a total of 400 minutes. The research primarily utilized quantitative data, supplemented by qualitative data for analysis. Post-experimental teaching, learning scales and questionnaires were analyzed using SPSS to determine the impact of cooperative learning on students' programming language acquisition. The findings indicate that integrating the Dash Book Swift into cooperative learning significantly enhances students' learning attitudes compared to traditional teaching methods. Additionally, it improves students' cooperation skills and communication interaction. Intelligence quotient and gender were found to have no significant effect on programming language learning achievement.