2026 ASEE Annual Conference & Exposition

Exploring Computer Science Through Robots: Engaging Middle and High School Students with iRobot Root (Resource Exchange)

Presented at Pre-College Engineering Education Curriculum and Resource Exchange

For the past five years, faculty and students at Ohio Northern University have engaged middle and high school learners in interactive, grant-supported outreach activities introducing computer science and engineering design. The 50–55-minute interactive “glance into computing” experience invites students to use iRobot Root robots to explore computing and problem-solving concepts through a series of space-themed engineering challenges using an intuitive coding app. Students rotate through multiple stations that promote creativity, teamwork, and experimentation. Each activity encourages participants to apply the engineering design process (ask, imagine, plan, create, and improve) as they test and refine their robot programs. Through this hands-on approach, students develop computational thinking, logical reasoning, and curiosity about engineering and computing careers—especially among those who may not otherwise see themselves represented in these fields.

Activity Description

Grade Level: Middle and High School (Grades 6–12)

Learning Goals:
- Apply the engineering design process to robotic problem solving.
- Develop computational thinking, logical thinking, algorithmic problem-solving, and teamwork skills.
- Explore how programming, sensors, and iteration relate to real engineering design.

Materials: iRobot Root robots, tablets with Root app, rolls of white paper, Expo markers, magnetic write board, small traffic cones, marble run setup, ping pong balls, colored LEDS, pressure sensors, and decorations for “space themed” stations.

Time: 50–55 minutes (6–8 minute rotations through 6–7 themed stations).

Procedure: Students visit robot stations that simulate space-themed engineering missions: defying gravity by drawing shapes, finding hidden routes using colored LED and pressure sensors, navigating obstacle fields with bump sensors, rolling ping-pong balls to trigger marble runs, and programming paths on paper or rugs. Each team iterates to improve accuracy and performance, guided by mentors who connect the experience to real-world engineering problem solving.

Authors

Dr. Stephany Coffman-Wolph Ohio Northern University [biography]

Dr. Stephany Coffman-Wolph is an Assistant Professor at Ohio Northern University in the Department of Electrical, Computer Engineering, and Computer Science (ECCS). Previously, she worked at The University of Texas at Austin and West Virginia University Institute of Technology (WVU Tech). She is actively involved in community outreach with a goal of increasing the number of women in STEM and creating effective methods for introducing young children to CS concepts and topics. Dr. Coffman-Wolph’s research interests include: Artificial Intelligence, Fuzzy Logic, Software Engineering, STEM Education, and Diversity and Inclusion within STEM.
Dr. Abigail Clark http://orcid.org/https://0000-0002-2214-2160 Ohio Northern University [biography]

Abigail Clark is an assistant professor of mechanical engineering at Ohio Northern University. She holds a PhD in Engineering Education from The Ohio State University. She also holds degrees in Mechanical Engineering from Ohio State and Ohio Northern University. Prior to her time at OSU, she worked at Battelle Memorial Institute in Columbus, Ohio. Her research interests include pre-college engineering education, informal engineering education, and identity development.
Sara Currier Ohio Northern University

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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For those interested in:

computer science
Pre-College