Innovative Design and Classroom Practice of an AI Robot Programming Curriculum under the Embodied Cognition Perspective

Abstract

In the era of artificial intelligence, programming education plays a critical role in fostering digital literacy, yet traditional methods often lack suitability for younger students. Grounded in embodied cognition theory, this quasi-experimental study compares the effects of robot-assisted versus paper-based instruction. Findings reveal that high-embodiment teaching supported by robots significantly enhances students’ academic performance and critical reflection skills, with problem-solving showing a positive trend. Robot interaction and real-time feedback promote intuitive understanding of programming logic through deep action-thought integration. Serving as a vehicle for embodied cognition, robots reduce cognitive load and broaden the application of theory in programming education. The study offers empirical evidence for curriculum design and calls for extended experimental durations for further validation.