INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2302
DEVELOPING STUDENTS' CREATIVITY THROUGH ROBOTICS
Ro‘ziqulov Diyorjon Ilhomjon ugli
Master’s student at Shahrisabz State Pedagogical Institute
Shahrisabz, Uzbekistan
The use of digital programming and design in the educational process is an important
tool for developing creativity. Today, technologies provide opportunities to enhance students'
creative thinking skills by introducing innovative approaches into the learning process [27]. In
this regard, programs such as Lego Digital Designer and Scratch are among the most effective
tools, as they help students not only acquire technical knowledge but also develop creative
approaches.
Lego Digital Designer: Developing Creativity through Simulation
Lego Digital Designer (LDD) is a digital construction tool that allows users to create
and test various projects virtually. This program serves not only to develop engineering skills
but also to foster creativity [27]. Through LDD, students learn the following aspects:
Design and construction skills:
While creating virtual projects using Lego constructors,
students learn the basics of design and apply creative approaches.
Problem-solving:
By addressing challenges encountered during the implementation of
projects in a virtual environment, students develop independent thinking and learn to find
new solutions.
Innovative approach:
Through virtual construction tools, students have the opportunity to
apply technologies in practice and test their creative ideas in action.
To create a creative environment in the educational process using the LEGO Digital
Designer (LDD) program, it is essential first to ensure that the software has been downloaded
safely. For this, it is recommended to download it from the official LEGO website or other
trusted software sources [3]. Once the program is installed, it is important to introduce students
to the three-dimensional workspace and the program interface. Attention should be given to the
following aspects:
1. Introduction to the interface and tools:
Explain the main tools, buttons, and tabs in the
program to the students. Provide a clear explanation of key components of the interface,
including 3D objects and model creation tools, so that students can work comfortably within
the software.
2.
Explaining the program’s capabilities:
With the help of the LEGO Digital Designer
platform, students can create models of various sizes. These models may vary in complexity,
so when explaining the program’s capabilities, it is important to emphasize that students’
creative potential is unlimited [4]. It is also advisable to showcase the variety of LEGO
parts available in the program.
3.
Teaching practical tasks:
Once students are fully familiar with the program, it is necessary
to provide teacher-created video lessons or practical assignments. These lessons should
demonstrate how to create LEGO models and guide students step by step through the
process. Since the modeling process can take a considerable amount of time, it is important
to explain to students how to manage their time effectively while working in the program.
4.
Time management:
To prevent students from spending too much time in front of the
computer, it is advisable to divide the practical sessions into 15–20 minute segments. Teach
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2303
Figure 2. Designing a Locomotive in LEGO
Digital Designer
students how to save their models and continue working on them later. Since LDD allows
models to be saved, students can resume their work whenever needed.
5.
Developing creativity:
With LEGO Digital Designer, students can enhance their creative
thinking and problem-solving skills. The wide variety of bricks and accessories available in
the program enables them to design diverse models, thereby expanding their logical and
creative thinking abilities. Moreover, this process helps them discover new approaches in
creating and modeling their own projects.
6.
Development of technical skills:
Students can improve their technological literacy and
develop technical skills using LEGO Digital Designer. This program is an important
platform not only for fostering creativity but also for technical development. Through the
program’s 3D interface, students learn design, understand engineering principles, and apply
technologies.
System Requirements for LEGO Digital Designer. The following minimum system
requirements are necessary for the LEGO Digital Designer program to run efficiently:
System requirements for Windows: Operating system: Windows XP, Windows Vista,
Windows 7, or Windows 8 (Windows 10 or higher versions are also recommended)
CPU: 1 gigahertz or faster processor
Graphics card: 128 MB video memory, compatible with OpenGL 1.1 or higher versions
RAM: 512 MB or higher (recommended — 1 GB or more)
Hard disk space: 1 GB of free space
System requirements for Mac OS:
Operating system: Mac OS X 10.5 or later
CPU: 1 gigahertz or faster processor
Graphics card: 128 MB video memory, compatible with OpenGL 1.1 or higher versions
RAM: 1 GB
Hard disk space: 1 GB of free space
Launching LEGO Digital Designer and the Interface
Each time you launch the LEGO Digital Designer program, a "Welcome" message appears on
the screen. On this screen, you can choose
one of the following main options:
Figure 1. Preparing LEGO Digital
Designer for Use
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2304
1. LEGO Digital Designer mode:
In this mode, you can create any model you want using
various LEGO® parts. This mode is designed for creative designs and includes a wide
collection of LEGO pieces.
2. LEGO Mindstorms® mode:
This mode is designed for virtual simulation of LEGO
Mindstorms® robots and their parts. Here, you can create various robot models and
have the ability to program them.
3.
Digital Designer design section:
In this section, you can create large projects. By using
red bricks, you can implement large-scale designs. This is intended for designing big
and complex models.
Learning practical exercises using LEGO Digital Designer. You can watch the video
lesson by scanning the following QR code.
By scanning this QR code, you can learn how to use
LEGO Digital Designer and
create projects.
To reinforce the covered topic, scan this QR code and answer the questions.
Creating Game Programs in the Scratch Environment
The Scratch programming environment allows children to create their own animated and
interactive projects. In this environment, games, cartoons, presentations, and other creative
projects can be developed. Through Scratch, students can share their projects worldwide,
exchange experiences with other users, and expand their knowledge.
Scratch primarily relies on its block-based programming system. In this system, users
write code by connecting program blocks of different colors and functions. The Scratch
environment is similar to the Lego constructor, where users assemble projects by using
individual program blocks in a similar way.
Learning Programming with Scratch
In the Scratch environment, you can start with simple shapes and create engaging games
and animations. This environment not only helps students learn programming easily but also
supports the development of their creativity and logical thinking skills. Scratch allows students
to engage in the creative process by making their own animated stories, presentations, models,
and games. Projects can be shared online with the international community and viewed by other
users. Scratch is a new educational environment designed to teach programming to school
students. In Scratch, users can create various animations and interactive projects. This
environment provides opportunities to make movies, interact with different objects, change
appearances, move objects around the screen, and establish interactions between objects.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2305
Figure 3. Scratch Program Workspace
Scratch is based on a block-based programming system where program blocks are presented in
different colors. These blocks connect to form programs, much like building with Lego bricks.
When users execute simple commands, many objects with various properties interact to create
complex models.
Starting to program with Scratch is very simple and user-friendly, making it suitable not
only for older students but also for younger learners as an educational tool. This, in turn, eases
the introduction to programming and creates opportunities for children to develop their
creativity.
The Scratch workspace is the main interface for developers or students where all the key
tasks are performed. This workspace consists of several sections, each serving a specific
purpose. Below are the main parts of the workspace:
Stage:
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2306
The stage is the primary area in the Scratch environment where the program’s processes are
visually displayed. This area shows the movements and interactions of sprites and other
elements set by the user. The stage typically has a size of 480x360 pixels, but users can
dynamically change the background and stage dimensions. Sprites move on the stage, allowing
users to create interactive games or stories in their projects. Additionally, the stage plays an
important role in visualizing the programming process.
Figure 4. Sprites
2. Sprites
:
Sprites are the main objects in Scratch. They are characters that perform interactive and
animated actions within the user’s project. Each sprite follows various commands and moves
visibly on the stage. Sprites can change color, apply animations, or interact with other sprites.
For example, interactive stories can be created by making sprites swim or move around.
Additionally, sprites allow adding sounds or creating events.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2307
Figure 5. Using Built-in Tutorials in Scratch
Learn practical exercises using the Scratch program. You can watch the video lesson by
scanning the QR code below.
By scanning this QR code, you can learn
how to use the Scratch program and create
projects.
After watching the video lesson, create a
game independently by yourself.
Conclusion
. Robotics offers a
powerful platform for enhancing students'
creativity by integrating hands-on learning
with problem-solving and critical thinking.
Through
designing,
building,
and
programming robots, students engage in
an interactive educational process that
nurtures innovation and imaginative skills.
Incorporating robotics into the curriculum
not only strengthens technical competencies but also fosters collaborative teamwork and
independent thinking. As a result, robotics education plays a vital role in preparing students for
future technological challenges while unlocking their creative potential.
References
:
1. O‘zbekiston Respublikasi Prezidentimizning 2020-yil 29-oktyabrdagi PF- 6097-son “Ilm-
fanni 2030-yilgacha rivojlantrish” konsepsiyasi
2. "Robotics: Control, Sensing, Vision, and Intelligence" Muallif: R. Siegwart, I. R.
Nourbakhsh, D. Scaramuzza Yil: 2011 Bet: 5-12 (robototexnikaning tarixi va asosiy
tushunchalari haqida)
3. "Introduction to Autonomous Robots" Muallif: G. Antonelli, R. B. E. S. Baras, E. B. G. C.
Morandi Yil: 2017 Bet: 19-30 (avtonom robotlar va ularning rivojlanishi)
4. "Robotics: Foundations, Applications, and Future Directions" Muallif: Michael A. G. (Ed.)
Yil: 2018 Bet: 3-10 (robototexnika tarixiga oid ma'lumotlar)
5. "Artificial Intelligence: A Modern Approach" Muallif: Stuart Russell, Peter Norvig Yil:
2016 Bet: 27-35 (sun'iy intellekt asoslari va uning robototexnikaga ta'siri)
6. "The Robotics Primer" Muallif: I. J. N. Yil: 2006 Bet: 13-22 (robotlarning tarixi va
mexanikasi)
7. “Informatika va Raqamli Texnologiyalar” o’quv qo’llanma Muallif: O’.S. Eshaliyev, Z.SH.
Nurmamatov, J.X. Xayitov Yil: 2024
