Co-Creational Drone Simulator for STEM Pedagogy: A Flipped

Classroom Approach to Develop Engineering and Social Competence

in Early Childhood Education

Arthur Schuchter

, Giovanni Petrarolo

, Dominik Grießner

and Arian Moradi

Department of Computer Science and Engineering, The Arctic University of Norway, UiT, Bodø, Norway

Department of Mathematics, Ludwig-Maximilians-Universität München, LMU, München, Germany

Department of Law and Economics, Paris Lodron Universität Salzburg, PLUS, Salzburg, Austria

Department of Technical Science, Johannes Keppler Universität Linz, JKU, Linz, Austria

Keywords: Co-Creational Learning, Gamification, Simulation, Flipped Classroom, Drones, STEM.

Abstract: This study explores the effectiveness of integrating inquiry-based and gamified learning approaches in a

flipped classroom environment to enhance problem-solving capabilities, social competence, and real-world

application of engineering and programming concepts among early learners including children with auditory

impairments. This is facilitated by providing a drone simulation as part of an overarching drone workshop.

To maximize students’ engagement with their learning process and therefore ensuring that the transfer of

knowledge is as seamless as possible, we intend to transform the traditional landscape of studying based on

direct instructions to be a more contemporary co-creational setting.

1 INTRODUCTION

This paper is a direct successor to the publication

“Co-Creational Collaborative Game-Based Learning

Simulations, Focusing on IT and STEM Education in

an Online Flipped Classroom Environment” and aims

to build upon work that had already been established.

However, our team recognizes that some elements

of the original publication are not compatible with our

current work’s development stage, hence they are not

included in this paper. This especially concerns the

framework for the “drone game” which was

originally designed as a two-dimensional game with

STEM-related components, e.g., physics and

mathematics. Shifting the focus at this development

stage from broadly teaching STEM-related subjects

towards concisely educating students should yield an

enhanced user experience and better highlight the

strengths of modern educational techniques.

Consequently, many previously established in-game

features e.g., coins or upgrades have been discarded.

The current project revolves around the creation

of a three-dimensional drone simulation, which

enables students to virtually assemble and practice

maneuvering the drone. After familiarizing

themselves with a digital drone, students are

encouraged to assemble and fly a physical drone as

part of a workshop, effectively translating their

gained knowledge from a virtual setting into real

world skills.

2 MODERN STUDY METHODS

The perceived lack of engagement associated with

traditional learning methods increases the difficulty

which students face in their pursuit of acquisition and

consolidation of knowledge.

Therefore, it is paramount to consider the

exploration and incorporation of alternative means

which manage to better captivate the interest of the

audience. By implementing gamified and inquiry-

based study methods at the earliest level of education

this paper aims to spark interest for engineering and

information technologies.

Additionally, through the integration of

collaborative learning and introducing a flipped

classroom setting this paper intends to further the

students’ social capabilities as well.

Schuchter, A., Petrarolo, G., Grießner, D. and Moradi, A.

Co-Creational Drone Simulator for STEM Pedagogy: A Flipped Classroom Approach to Develop Engineering and Social Competence in Early Childhood Education.

DOI: 10.5220/0013290100003932

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 1, pages 411-418

ISBN: 978-989-758-746-7; ISSN: 2184-5026

411

2.1 Beginner Programming Languages

Overcoming the entry barrier for programming skills

can be a challenging and frustrating task which leads

to many young learners quitting at an early stage. To

mitigate this initial difficulty educators and

developers have created a variety of languages

specifically suitable for children.

Entry level programming languages are typically

created using bright visuals and simple interactive

parts introducing young learners to the most basic

aspects of coding. To further engage with the young

demographic, playful elements akin to video games

are oftentimes utilized.

In literature, block-based language models can be

viewed as a good reference point. These models

utilize drag-and-drop mechanics on blocks which

represent different commands and actions. By

connecting them the user can create a feasible and

logical chain of actions which simplifies coding and

increases accessibility for beginners and especially

younger demographics (Bers, 2018).

Aside from introducing beginners to coding,

block-based programming languages can aid to

develop computational thinking as writing code

encourages logical and critical thinking as well as

organized and structured working practices (Wing,

2006).

One prevalent example of a coding language for

children would be “Scratch” a block-based visual

programming language developed by the

Massachusetts Institute of Technology (MIT).

Through connecting colorful blocks, the user can

grasp fundamental and essential aspects of coding

such as declaring variables, creating loops, events,

and sequencing. The simplicity of this structure

enables beginners to progress towards larger projects

like simple games or animations without necessarily

having to immediately learn more complex and

sophisticated coding languages (Resnick et al., 2009).

These qualities can also be observed in various

other block-based programming languages like

“Blockly” or “MakeCode by Micro:Bit” which show

similarities in their structure and user interface. Such

tools can act as gateways into the world of IT as

learners progress from block-based programming

models towards word-based programming languages

corresponding to their proficiency in coding. This is

further enhanced by the possibility to translate block-

based code into word-based code easing the transition

from entry level programming languages to more

conventional coding languages like Python or C++

(Weintrop & Wilensky, 2015).

2.2 Gamification

Gamification learning is an educational approach

which has emerged by actively leveraging the

intrinsically fun nature of games to aid the learning

process. The integration of game-related components

can positively influence the efficiency of knowledge

acquisition as well as the motivation of the learner.

Furthermore, it can be stated that educational

practices including gamification and game-based

learning approaches align especially well with

younger demographics due to the widespread

popularity of video games (Tobias, Fletcher & Wind,

2014).

Empirical research has indicated that gamified

features can be a strong motivating factor for students

if it is embedded in a solid engagement strategy,

consequently enabling students to better engage with

a lecture. Gamification initially provides the student

with an extrinsic motivation, for example by

allocating a gamified task to the learner. Moreover, as

the student is incentivized to actively participate their

academic performance will improve which leads to

them being more inclined to be intrinsically

motivated and develop a passion for a certain topic

(Zainuddin et al., 2020).

In literature, practical applications of gamification

often include collectible badges as a means of

rewarding the student for academic performance

similarly to receiving a medal for competing in and

winning a sporting event. To achieve the desired

motivational effect however, these badges must have

the quality to be generally acknowledged by students

to be something of value. Consequently, an

environment which encourages students to collect

badges is desirable. This can be facilitated by not

handing out rewards for simply passing the class, but

rather having students undergo reasonable effort to

obtain them. Specialized websites like the learning

management system Moodle already utilize badges as

a form of reward for academic performance.

Additionally, the website displays the student’s

badges on their user profile allowing for comparisons

with other peers furthering their motivation (Herout,

2016).

2.3 Inquiry-Based Learning

Furthermore, elements of other learning methods

such as inquiry-based learning can be integrated into

a gamified setting to enhance educational benefits.

Inquiry-based learning is focused on increasing

students’ involvement with the lecture by actively

emphasizing student engagement regarding

CSEDU 2025 - 17th International Conference on Computer Supported Education

412

questioning and investigating new topics. Moreover,

inquiry-based education models lectures are

effectively student-centered as learners must

formulate questions, conduct research, and reflect on

the results of their experimentation similarly to the

scientific process (Abdi, 2014).

Likewise, inquiry-based learning models are

especially suited for usage in early childhood

education as young children are born naturally

curious. Enabling young children to actively ask and

resolve questions promotes critical thinking and

problem-solving skills at an early stage of

development. Additionally, studies show that the

integration of interactive gamified features and

educational software expands the scope of inquiry

which supports children in gaining information

literacy and competency in IT (Gladun & Buchynska,

2017).

2.4 Co-Creational Learning

Co-creational or collaborative learning illustrates a

study method which intends to enhance the learning

experience by increasing engagement with the

lecture. This is achieved by establishing conditions

which allow students and teachers to collaboratively

work on new topics and therefore shape the learning

process themselves (Bovill, 2020).

Additionally, the procedure of forming groups

challenges the students’ ability to share authority and

accept responsibility equally amongst team members.

Conversely, conventional learning methods often

create a competitive atmosphere where students are

more inclined to best their peers instead of succeeding

as a team. Based on this example, it can be stated that

the collaborative component expresses itself through

achieving a working consensus among the group’s

members through cooperation rather than

competition. The principles of collaborative learning

can aid to develop the students’ social skills as well

as their ability to find sensible compromises which

tend to benefit participants even in the latter stages of

their careers (Laal & Ghodsi, 2012).

2.5 Flipped Classroom Approach

The flipped classroom approach aims to modernize

the learning experience by reversing the conventional

teaching format. Changing the way students are

exposed to new information by providing them with

videos or texts which should be internalized before

heading to class enables lecturers to allocate their

time in class to support students in their exploration

of new topics rather than simply convey information

like in conventional learning models. Consequently,

learners are required to assume more responsibility

for their own learning process which creates a more

interactive learning environment (Fredriksen, 2021).

Moreover, literature suggests that the

implementation of technology has a beneficial effect

on students’ motivation and overall satisfaction with

the lecture as it effectively caters towards different

learning styles. Furthermore, the interactive nature of

the flipped classroom model heightens the students’

level of immersion with the lesson (van Alten et al.,

2019).

However, the upsides of the flipped classroom

approach extend beyond just increasing engagement

and immersion. Educators can more effectively

provide help and feedback to students due to not

being bound to their traditional teaching role.

Therefore, individual student needs are being

addressed in greater detail which significantly

bolsters the knowledge retention rate of students

(Gannod, Burge & Helmick, 2008).

Currently, the flipped classroom approach is

applied across multiple educational settings ranging

from primary to higher education. An exemplary

implementation in higher education can be seen in

STEM-related fields such as mathematics where this

model has been adopted to promote critical thinking

skills as well as refine students’ social capabilities by

requiring them to collaboratively achieve certain

tasks (Gilboy et al., 2015).

3 FRAMEWORK

The “Air:Bit Drone Simulation” is supposed to

complement face-to-face drone workshops primarily

aimed at early childhood students with ages ranging

from 5-9, who are divided into small groups of 3-4

people as part of the workshop. All activities

described in this chapter are completed in such group

sizes challenging young learners to distribute

authority within their teams and work collaboratively,

with the aim to improve their social competence.

Providing a simplistic means to understand the

fundamental principles of object-oriented

programming as well as engineering is paramount in

sparking interest for coding and IT, especially among

young age demographics including those yet to gain

literacy.

In contrast to its predecessor this paper abandons

the broad coverage of various STEM branches at this

current stage of development and focuses primarily

on engineering-related aspects. This shift in

perspective includes the switch from a two-

Co-Creational Drone Simulator for STEM Pedagogy: A Flipped Classroom Approach to Develop Engineering and Social Competence in

Early Childhood Education

413

dimensional game to a three-dimensional simulation

as the complexity of creating a game hindered the

realization of desired educational benefits.

Furthermore, the “Air:Bit Drone Simulation” is

exclusively developed for tablets utilizing Unity's

Input System for multi-touch support allowing users

to control the drone using touch gestures which aligns

with the tactile learning experiences we foster in real

life.

3.1 “Air:Bit Drone Simulation”

The simulation consists of four stages each increasing

in complexity and gradually introducing children to

problem-solving and drone navigation concepts.

3.1.1 Stage 1: Drone Assembly

During the first stage users are introduced to the

assembly process of the drone in a simple, interactive

manner. All components of the “Air:Bit 2” are

scattered, as shown in Fig. 1. Consequently, they

must be assembled by utilizing touch input to drag-

and-drop each part to its proper place.

Figure 1: Drone Assembly.

3.1.2 Stage 2: Basic Drone Control

As illustrated in Fig. 2 the second stage features two

green circular zones one labeled “Start” and the other

marked with a checkered flag to indicate the finish.

The player must drag-and-drop the previously

assembled drone to the “Start” circle which triggers

the “Drone Controller UI”. On the “Drone Controller

UI” two buttons are highlighted in green which need

to be pressed simultaneously to activate the drone,

simulating the start-up process of the physical

“Air:Bit 2”.

Figure 2: Stage 2 and “Drone Controller UI”.

By incorporating Unity’s touch input system,

physics engine, and UI tools this simulation offers an

engaging hands-on way for children to familiarize

themselves with programming concepts while

interacting with a virtual version of the “Air:Bit 2”

drone.

Once the drone is started directional control

arrows on the UI become active. Furthermore, the

buttons used to initiate the drone are now visually

showing “Rotor Symbols”, indicating their new

function as altitude controls. Correctly utilizing the

“Drone Controller UI” allows the groups to control

the drone’s movement and navigate it toward

the desired location (the checkered flag) concluding

stage 2.

3.1.3 Stage 3: Obstacle Navigation

The third stage introduces an obstacle separating the

starting point from the landing zones, adding a layer

of complexity to the previous task. Therefore,

learners must now adjust their navigation strategy to

maneuver the drone around the obstacle. Unity's

physics engine and collision detection ensures that the

drone interacts realistically with the environment

providing a challenging yet educational experience.

Thus, the participants’ ability to adapt to new

variables is tested, a key component in both

programming, engineering, and real-world drone

navigation. Aside from simply reinforcing technical

skills, attendees are required to achieve this task

collaboratively. Consequently, attendees are heavily

encouraged to develop a more nuanced understanding

of the social capabilities necessary to function as a

cohesive team.

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3.1.4 Stage 4: Puzzle-Based Command

System

The fourth stage shifts focus from direct control to

command-based programming inspired by already

established block-based programming languages

described in chapter 2.1.

Figure 3: Puzzle-based commands.

Instead of the “Drone Controller UI” the workshop’s

participants are presented with a set of puzzle pieces

as exhibited in Fig. 3 which symbolize different

commands:

 Drone Piece: Starting point.

 Rotor Symbol: Adjust altitude.

 Arrow Pieces: Directional movement.

 Checkered Flag: Finish.

To succeed in this exercise, these puzzle blocks

must be connected in sequential order forming a

command line that directs the drone from the starting

point to the finish line. Each puzzle piece corresponds

to a pre-defined unit of movement in Unity’s

coordinate system and multiple pieces of the same

type can be used. Once a group believes they have

arranged the pieces correctly they drag a final piece

marked with a checkered flag to the command

sequence. Unity's scripting system then executes the

sequence animating the drone according to the

assembled command line. If the drone successfully

reaches the goal stage 4 is cleared.

The aim of this simulation is to provide a seamless

transition from virtual practice to real-world

application helping children develop both technical

skills and problem-solving abilities. As shown in the

images, consistent iconography was used throughout

all stages to make the interface intuitive and easy for

kids to understand especially regarding working with

the puzzle pieces. This design and the interactive

nature of the flipped classroom setting help to ensure

that the simulation is accessible to all children

regardless of their age and reading proficiency.

3.2 Drone Project

The Drone Project was originally established by the

“Coding Club Initiative” with the aim of teaching

programming skills to all age demographics. A

typical workshop consists of assembling and

programming the drone and concludes with a physical

flying segment to justify the previous efforts of

digitally familiarizing oneself with the drone.

In this context, the “Air:Bit Drone Simulation” is

designed to be an auxiliary for the workshop where it

is supposed to enrich the learning experience by

providing an interactive practice environment to

young students. Ergo, participants are encouraged to

directly translate their gained knowledge from the

simulation into a tangible real-world application.

Thus, building, programming, and flying the drone

are included in the simulation, however, not in this

order. Rather, students can utilize the simulation to

firstly assemble, secondly fly and thirdly program the

drone as can be seen in stage 3 and 4, explained in

3.1.3 and 3.1.4. The reasoning behind this decision

was to illustrate the goal of their efforts to the young

participants, demonstrating that maneuvering the

drone via controller is analogous to communicating

with it through a computer language.

Throughout the workshop, traditional teaching

styles are disregarded in favor of contemporary

pedagogical approaches such as a flipped classroom

method. Opposed to classical teaching where the

instructor is mainly tasked with presenting students

with knowledge, the workshop’s facilitator is

required to actively involve themselves with the

students aiding them to overcome challenges. This

approach encourages students to think outside the box

and to discover the solution through their own efforts

rather than being presented with the right answer by

the teacher right away, hence learners actively

develop their critical thinking and problem-solving

ability.

Furthermore, pupils are required to

collaboratively work during the workshop as they are

divided into small groups usually ranging from 3-4

students. Therefore, the participants need to designate

roles and share responsibility within their team as

well as co-creationally decide how to achieve their

objectives. As a result, young children are required to

find a working consensus amongst themselves which

gently introduces them to the concepts of teamwork

and succeeding as a collective rather than as an

individual, which beneficially influences their social

development.

Co-Creational Drone Simulator for STEM Pedagogy: A Flipped Classroom Approach to Develop Engineering and Social Competence in

Early Childhood Education

415

4 EXPERIMENTS AND RESULTS

The “Air:Bit Drone Simulation” is intended to

provide a beneficial effect on student engagement,

drone assembly capabilities, and fine motor skills

while flying the drones.

To validate and observe this impact, ten

workshops were conducted in kindergartens and

primary schools with each having 16-18 participants

from ages 5-9. As part of the workshop participants

were divided into smaller groups with 3-4 members.

Additionally, the differences between a traditional

learning atmosphere and contemporary study

conditions need to be analyzed. Consequently, half of

all groups were taught using the “Air:Bit Drone

Simulation”. These groups were supported by

lecturers in relation to their age and skillset aligning

with the concept of a flipped classroom environment.

Whereas the remaining participants acted as control

groups by experiencing the workshop without the

simulation set in a conventional learning

environment. Furthermore, they also received

support, albeit only to the extent allowed by

conventional teaching methods.

4.1 Engagement Factor

The Engagement Factor (EF) represents the degree of

involvement and interest that attendees had with the

workshop. Furthermore, it illustrates the extent of

enjoyment children had whilst participating.

In this context, the children were asked to grade the

degree of enjoyment and satisfaction they felt in

correspondence to the lecture on a scale from 1 to 5.

Whilst 1 represents a thoroughly satisfying experience,

5 indicates them not enjoying themselves at all.

Table 1 separates students into two major

categories “Kindergarten” and “Primary School”

depending on the student’s current educational

institute. Further, this work differentiated between

workshops that utilized modern learning techniques

as well as the simulation (“with sim”) and those that

solely focused on conventional teaching styles

(“without sim”).

Consequently, the EF is the mean average of

every evaluation ranging from 1 to 5 we received

from the participants based on their previously

illustrated categorization.

Table 1: Engagement Factor among participants.

indergarten Primary School

with si

withou

with si

withou

2 2 1.5 2

Even though every group seemed to enjoy the

workshop to the same degree, it is shown that primary

school students were having slightly more fun when

using the “Air:Bit Drone Simulation”. Furthermore,

kindergartners compared to primary schoolers have

shown less hesitation in interacting with the material

provided by the workshop. Hence, it can be stated that

we observed a greater willingness for participation in

younger attendees.

4.2 Assembly Process

The children’s ability to successfully and swiftly

complete the assembly process of the drone showed

the largest disparity in results across all groups.

However, it must be noted that the control group

(“without sim”) received a physical manual

describing the correct assembly while the other group

(“with sim”) only had the simulation and its

instructions available. Both groups were supported by

lecturers within the constraints of their separate

teaching methods.

After the receiving their instructions or simulation

each group was timed from the beginning to end of

the assembly procedure and “errors” were tracked.

An action constitutes an “error” if parts were

connected incorrectly, resulting in the drone not being

able to fly. Analyzing the students’ behavior, it

became evident that many attendees had significant

issues with the propellers of the drone, especially

regarding the pressure applied during their

attachment as well as their orientation.

Therefore, in the following tables “propeller

errors (PE)” will be measured independently from

normal “errors (E)”. In addition, the tables indicate

“time until completion in minutes (T)”.

Thus, Table 2 and Table 3 represent the

proficiency with which the children are building the

drone, while the proficiency consist of the total

amount of errors as well as the time it took until

completion. Consider that all values in the following

tables are also calculated via mean average and

rounded to the nearest full number.

Table 2: Drone assembly in kindergarten workshops.

Kindergarten

with si

withou

PE E T PE E T

4 8 30 9 9 38

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416

Table 3: Drone assembly in primary school workshops.

Primary School

with si

withou

PE E T PE E T

1 4 25 7 11 32

On average attendees utilizing the “Air:Bit Drone

Simulation” managed to complete the assembly

process 7 to 8 minutes faster than their peers in

control groups. Furthermore, they recorded fewer

total errors and especially the number of propeller

errors was significantly reduced compared to students

receiving a conventional lecture.

Whilst primary school students “with sim” were

more efficient than their kindergarten counterparts,

interestingly primary school children “without sim”

fared worse in terms of efficiency than

kindergarteners “with sim”. However, it must be

considered that children from kindergarten had a

simplified assembly process and additional assistance

while primary school students received only

assistance when needed. Further, it is important to

note that children aged 7-9 had seemingly no

difficulty with technical assembly. This demonstrates

that future iterations of workshops need to increase

the challenge for older age demographics.

4.3 Aerial Competency

Lastly, the children’s capabilities to maneuver the

drone accurately and safely in real life has been

analyzed. Therefore, Table 4 and Table 5 represent

their ability to fly the drone by measuring how many

mistakes were committed during take-off as well as

the number of errors which occurred during flight.

Take-off errors (TE) consist of unsuccessful

handling of the controller during the start-up process

of the drone. Flight errors (FE) are defined by

uncontrolled flying or crashing the drone. All values

shown in the following tables are calculated via mean

average and rounded to the nearest full number.

Table 4: Drone flying skills in kindergarten workshops.

Kindergarten

with si

withou

TE FE TE FE

2 8 5 8

It can be seen in Table 4 and Table 5 that the “Air:Bit

Drone Simulation” has no significant impact on the

flight errors (FE) that occurred during the workshops.

Table 5: Drone flying skills in primary school workshops.

Primary School

with si

withou

TE FE TE FE

242 5

However, kindergartners “with sim” had a reduced

number of take-off errors compared to their peers

“without sim”. This trend cannot be seen in primary

school children, yet it must be considered that two

primary school children had great flying skills already

as they possess a lot of video game experience.

5 CONCLUSION

Conclusively, the experiments show promising

results regarding a simulation-based workshop

embedded in contemporary learning models like the

flipped classroom approach.

Further, we conclude that the creation of a

learning experience offering students higher degrees

of freedom and a chance to take up more

responsibilities is very much feasible even for early

childhood learners.

Regarding the puzzle-based programming

approach highlighted in 3.1.4 not many conclusions

can be drawn as to its’ viability for future iterations

of the simulation as these features need to be

expanded to have a deeper, measurable impact on the

learning process.

The “Air:Bit Drone Simulation” had a strong

beneficial effect on the student’s ability to

successfully complete the drone’s assembly process.

Consequently, its suitability as a digital practice

environment before real world application is

highlighted.

Furthermore, participants reacted well to working

in groups which showed encouraging developments

regarding social competence.

6 FUTURE WORK

To further enhance the educational experience and

expand the usability of our application this paper

proposes the following steps to reach these goals.

Firstly, the introduction of multiple assembly

modes which aim to introduce three levels of

difficulty to the drone assembly process ranging from

beginner to an expert mode. The easy mode is

designed for early childhood learners featuring a

Co-Creational Drone Simulator for STEM Pedagogy: A Flipped Classroom Approach to Develop Engineering and Social Competence in

Early Childhood Education

417

simplified assembly process with fewer parts and

larger components for ease of use. Furthermore,

normal mode targets elementary to middle school

students. Throughout this difficulty a moderate

number of parts are available to assemble requiring

the student to utilize their problem-solving abilities to

a greater extent than on the easiest mode. The last

difficulty level is intended for older students aged

around 16 and beyond and involves the assembly of

every component of the drone mimicking a complete

and realistic assembly process.

Secondly, an enhanced simulated flying

experience can be achieved by implementing

additional features such as the ability to adjust

movement values for puzzle pieces with sliders

offering the user a more granular control and deeper

learning opportunities. Furthermore, Phone-to-Tablet

connectivity is a planned feature which allows to

connect a smartphone to the tablet or iPad running the

program enabling the phone to function as a

controller for the simulated drone.

Although this paper explicitly excluded other

STEM branches like mathematics and physics at the

current development phase, future iterations of the

“Air:Bit Drone Simulation” and drone workshops are

intended to reintegrate STEM-related subjects that

were discarded beforehand.

Thirdly, in future experiments we also aim to

observe the effect that the proposed study methods

have on long-term retention of acquired knowledge.

Lastly, this paper proposes the expansion of the

puzzle-based coding section by increasing the

number of playable stages involving puzzle-based

commands and creating additional puzzle pieces.

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