Abstract
The aims of this study are: to clarify whether creating a play with robots and people as characters can lead to the achievement of learning goals based on the qualities and abilities of elementary school programming, and to clarify whether a situation in which a social robot exists in remote or a virtual robot exists on a computer has the same effect as a situation in which a social robot exists in the classroom. 98 fifth graders participated in our practice. When the entire classroom checked the programming movements, we divided the group into three groups: a virtual group to watch the movements with a virtual robot on the screen, a remote group to watch the movements with a robot located remotely, and a robot group to watch the movements with a single robot in the classroom. As a result of the practice, we were able to achieve the learning objectives set in this practice to a certain degree. In addition, the analysis of the differences between the groups revealed that the robot group showed an improvement over the other groups in some aspects of their awareness of robots and programming. However, in terms of results of their works, the robot group tended to produce works that were more creative but different from the objectives of the class.
