completed or not, namely, whether the robot accomplished the task or not. Activity Assigned to Students The approach described in this article was applied to two of the most common exercises in the field of ER: covering a simple linear distance (exercise A) (Figure 3) and stopping at a given distance from an obstacle (exercise B) (Figure 4). These two exercises are very useful to test the performance of the proposed approach because they explore a core set of programming concepts and hardware blocks: exercise A involves the control of a motor and some sequential instructions, whereas exercise B involves both sensors and motors as well as conditional statements and cycles. Exercise A Students had to program the robot to cover a given distance (1 m). This exercise wanted to stress the problem-solving skills of the students. The constraints to the design of a solution were the amount of time students had to design and test their solution and a ban on measuring instruments. The exercise was considered completed if the robot stopped at fewer than 4 cm from the given distance. Exercise B Students had to use the ultrasonic sensor and conditional block to make the robot stop at a given distance (25 cm) from a wall. The constraint to the design of a solution was the amount of time they had to design and test their solution. Usually, solving this problem is quite tricky for students. Typical issues are setting the conditional statement according to the value measured by the ultrasonic sensor as well as how to use the loop block and compensate for the braking distance. The educator evaluated the results obtained by students based on the precision attained: if the error was fewer than 2.5 cm, the educator considered thehttps://www.doi.org/10.1109MRA.2021.3108942