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offered in the form of tutorials and interactive platforms, play a crucial role
in supporting both teachers and learners.

Lesson plans are often structured based on difficulty levels, accommodating
various learning stages. Educators can tailor the lessons to their learners'
proficiency, moving from basic assembly to more advanced programming. The
curriculum typically incorporates both physical construction and programming
components, creating a well-rounded educational experience.
Programming in educational robotics is often facilitated through block-based

languages, specifically designed to be user-friendly, even for beginners. These
visual programming languages employ drag-and-drop blocks, each representing

a specific command or function. This approach simplifies the coding process,
making it accessible and engaging for learners without the need for prior coding
experience.

Programmable Sensors Actuators (motors) Block-based
HUB language

User guide for hands-on coding activities for varying skill levels

There are various brands and models of educational robotics kits, many of which
include assembly boxes, while some come with pre-built robots ready for
programming. Since the principles of use, logic, and the type of activities are
similar, in this chapter, we will refer to a specific robotics kit without mentioning
commercial names. However, it should be understood that all the concepts
outlined below can be applied to the majority of kits available on the market.

Preliminary Operations and Basic-Level Activities

The initial steps for using a robotics kit typically involve preliminary operations,
such as reorganising the components in the assembly box and accessing
resources like the programming app, assembly instructions, and a potential
repository of suggested activities with step-by-step instructions.
Begin by organising the kit's components, becoming familiar with each part,
port, cable, sensor, and actuator. This preliminary operation lays the foundation
for a hassle-free assembly process.

Funded by the European Union. Views and opinions expressed are however those of the
author(s) only and do not necessarily reflect those of the European Union or the European
Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can
be held responsible for them. Proposal number: 101087107.