7 th INTERNATIONAL CONFERENCE ON MEDICAL & HEALTH SCIENCES
July 06-08, 2023/ Ordu, TURKEY

EDUCATING ELEMENTARY SCHOOL STUDENTS USING MICRO
PYTHON PROGRAMMING AND BLOCK-BASED PROGRAMMING TO
DESIGN ROBOTIC ARMS FOR MEDICATION DELIVERY AND
HEALTHCARE IN ISOLATION AREAS
Nhut Quang Nguyen
Can Tho University, Viet Nam

ORCID NO: 0009-0002-1555-2716
ABSTRACT
In the context of the COVID-19 pandemic, the use of Micro Python programming and blockbased programming with robotic arms not only holds significant importance in elementary
education but also brings great benefits to the healthcare sector, particularly when combined
with robotic arms [1].
The advancement of science and technology has led to innovative approaches in educating
elementary school students. By utilizing Micro Python programming and block-based
programming, students can engage in the construction and control of robotic arms. This not
only facilitates an easy and enjoyable understanding of programming languages but also
fosters the development of logical thinking and creativity among young learners [2].
The integration of programming and robotic arms provides elementary school students with
opportunities to explore and apply mathematical and logical knowledge in real-life scenarios.
They can program robots to perform simple tasks such as movement and basic operations.
This not only helps children grasp concepts visually but also encourages problem-solving
skills and teamwork.
The combination of Micro Python programming, robotic arms, and elementary education
offers remarkable advantages. It enables students to develop essential skills for a technologydependent world, from programming and logical thinking to creativity and collaborative
abilities. Moreover, experiencing technology and robots in the learning process ignites
students' interest and passion, allowing them to envision a promising future that revolves
around technology and science.
Therefore, I have embarked on a project titled "Educating Elementary School Students Using

Micro Python Programming and Block-based Programming to Design Robotic Arms for
Medication Delivery and Healthcare in Isolation Areas."
Keywords: Elementary School Students, Python Programming, Block-based Programming,
Medication Delivery

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1. INTRODUCTION
In recent years, the rapid advancements in technology have opened up new possibilities for
education, particularly in the field of programming and robotics. Integrating these cuttingedge technologies into elementary school curricula can provide young students with valuable
skills and foster their creativity, problem-solving abilities, and interest in STEM fields. This
article aims to explore the educational benefits of using Micro Python programming and
block-based programming to design robotic arms for medication delivery and healthcare in
isolation areas.
The ongoing COVID-19 pandemic has highlighted the critical need for safe and efficient
healthcare solutions, particularly in isolation areas where direct human contact is limited.
Robotic arms have emerged as a promising tool for various tasks, including medication
delivery and healthcare assistance. By involving elementary school students in designing and
programming robotic arms, we can not only enhance their understanding of robotics but also
empower them to contribute to solving real-world challenges.
Micro Python programming, a beginner-friendly variant of the Python programming
language, provides an accessible entry point for young learners. Its simplicity and versatility
make it an ideal platform for introducing programming concepts and fostering computational
thinking. By combining Micro Python programming with block-based programming
environments, students can grasp fundamental programming principles while utilizing visual
blocks to design and control robotic arms.

The objective of this educational approach is to engage elementary school students in a handson learning experience that promotes teamwork, critical thinking, and problem-solving.
Through a series of guided activities and projects, students will gain practical knowledge in
programming concepts, robotics, and the interdisciplinary aspects of healthcare. By focusing
on medication delivery and healthcare in isolation areas, students can understand the
significance of technology in improving patient care and addressing challenges faced during
health crises.
This article will discuss the pedagogical framework, project-based activities, and assessment
strategies employed in the educational program. It will also highlight the anticipated learning
outcomes, such as improved programming skills, enhanced understanding of robotics, and
increased awareness of the importance of healthcare innovation.
2. DISSCUSION
a. Micro Python
Micro Python is a variant of the Python programming language [4] that has gained popularity
due to its suitability for microcontrollers and embedded systems. It offers a lightweight and
efficient platform for programming small-scale devices, making it a valuable tool in various
fields, including medicine and education. Notably, Micro Python has found applications in the
development of robotic arms for medical purposes and as an educational tool for teaching
elementary students about programming and robotics.
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In the medical field, Micro Python has revolutionized the design and control of robotic arms
used in surgical procedures and rehabilitation. Robotic arms programmed with Micro Python
can perform precise and complex movements, aiding surgeons in delicate surgeries and
providing enhanced dexterity. These robotic arms can also be utilized in rehabilitation settings
to assist patients in regaining motor skills and improving their quality of life. By
programming the robotic arms with Micro Python, medical professionals can customize their

functionalities, adjust movement parameters, and ensure safe and accurate performance.
Moreover, Micro Python has been instrumental in developing medical devices and wearable
sensors that improve patient monitoring and healthcare delivery. With its compatibility with
microcontrollers, Micro Python allows for the integration of various sensors and actuators,
enabling the creation of smart devices that can measure vital signs, monitor medication
adherence, or detect abnormal health conditions. These devices equipped with Micro Python
programming can transmit real-time data, enabling remote healthcare monitoring and timely
interventions, especially in situations where physical access to medical facilities is limited.
In the context of education, Micro Python serves as an excellent platform for teaching
programming and robotics to elementary school students. Its simplicity and resemblance to
the widely used Python language make it accessible for young learners. By utilizing Micro
Python, students can gain hands-on experience in coding and understand programming
concepts while working on projects involving robotic arms.
Teaching elementary students to program robot arms using Micro Python promotes
interdisciplinary learning. Students can explore the fields of engineering, computer science,
and healthcare as they design and program robot arms for specific tasks. For example,
students may be tasked with programming a robot arm to simulate medication delivery or
assisting in patient care in isolation areas. By engaging in such projects, students develop
critical thinking skills, problem-solving abilities, and an understanding of the practical
applications of technology in healthcare settings.
Furthermore, integrating Micro Python into elementary education encourages creativity and
teamwork. Students collaborate in designing and programming the robot arms, fostering
communication and collaboration skills. They learn to break down complex problems into
manageable tasks, apply programming concepts to control the robot arm's movements, and
troubleshoot any challenges that arise during the process. This hands-on experience helps
students develop a passion for STEM fields and nurtures their curiosity and problem-solving
mindset.
b. Block-based programming
Block-based programming is a visual programming approach that allows users to create
programs by dragging and dropping blocks of code rather than writing text-based code [3]. It

simplifies the programming process, especially for beginners, by abstracting complex syntax
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and emphasizing the logical structure of the program. Block-based programming has gained
significant popularity in various fields, including medicine and education. It offers versatile
applications in the development of medical solutions, teaching elementary students
programming and robotics, and programming robot arms.
In the medical field, block-based programming provides a user-friendly platform for
designing and controlling medical devices and systems. It enables healthcare professionals
and engineers to develop intuitive interfaces for medical equipment, patient monitoring
systems, and telemedicine applications. By utilizing visual blocks, medical practitioners can
create custom algorithms for data analysis, decision-making, and device control. Block-based
programming empowers medical professionals with the ability to design and modify complex
medical software without the need for extensive coding knowledge.
Moreover, block-based programming plays a crucial role in teaching elementary students
programming and robotics. Its visual nature simplifies programming concepts, making them
more accessible to young learners. With block-based programming tools, students can engage
in interactive activities that involve designing and programming robots, such as robot arms, to
perform specific tasks. By dragging and arranging blocks, students can control the robot's
movements, sensor interactions, and logical operations. This approach enhances their
understanding of programming concepts, problem-solving skills, and computational thinking.
Block-based programming is particularly beneficial for elementary students as it provides a
tangible and interactive learning experience. It allows them to see immediate visual feedback
as they assemble blocks, enabling them to understand the cause-and-effect relationships in
programming. This hands-on approach fosters creativity, collaboration, and critical thinking,
as students work together to design and program robot arms for various purposes, such as

medication delivery or healthcare assistance.
Additionally, block-based programming promotes interdisciplinary learning by integrating
programming and robotics with other subjects, including science and mathematics. Students
can explore scientific concepts by conducting experiments with their robot arms and
collecting data using sensor blocks. They can analyze the data, draw conclusions, and iterate
on their programs accordingly. By connecting programming with real-world applications,
students develop a deeper understanding of how technology can be applied to solve practical
problems.
Furthermore, block-based programming enables a smooth transition to text-based
programming languages as students progress in their learning journey. As they become more
comfortable with the logical structure of programs and problem-solving techniques, they can
gradually transition from blocks to writing text-based code. This progression prepares them
for advanced programming languages and more complex projects in the future.
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c. Using block-based programming and Python code to control a robotic arm for
medical transport using App Ohstemv

from yolobit import *
button_a.on_pressed = None
button_b.on_pressed = None
button_a.on_pressed_ab = button_b.on_pressed_ab = -1
from rover import *
import time
from ble import *
def on_ble_connected_callback():

global chu_E1_BB_97i
display.set_all('#00ff00')
ble.on_connected(on_ble_connected_callback)
def on_ble_disconnected_callback():
global chu_E1_BB_97i
display.set_all('#ff0000')
ble.on_disconnected(on_ble_disconnected_callback)
def on_ble_message_string_receive_callback(chu_E1_BB_97i):
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7 th INTERNATIONAL CONFERENCE ON MEDICAL & HEALTH SCIENCES
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if chu_E1_BB_97i == ('!B516'):
rover.forward(50)
elif chu_E1_BB_97i == ('!B615'):
rover.backward(50)
elif chu_E1_BB_97i == ('!B714'):
rover.turn_left(50)
elif chu_E1_BB_97i == ('!B814'):
rover.turn_right(50)
else:
rover.stop()
if chu_E1_BB_97i == ('!B11:'):
rover.servo_write(1, 0)
time.sleep_ms(1000)
elif chu_E1_BB_97i == ('!B219'):
rover.servo_write(1, 110)
time.sleep_ms(1000)

elif chu_E1_BB_97i == ('!B318'):
rover.servo_write(2, 90)
time.sleep_ms(1000)
elif chu_E1_BB_97i == ('!B417'):
rover.servo_write(2, 0)
time.sleep_ms(1000)
else:
rover.stop()
ble.on_receive_msg("string", on_ble_message_string_receive_callback)
def on_ble_message_string_receive_callback(chu_E1_BB_97i):
if chu_E1_BB_97i == ('!B516'):
rover.forward(50)
elif chu_E1_BB_97i == ('!B615'):
rover.backward(50)
elif chu_E1_BB_97i == ('!B714'):
rover.turn_left(50)
elif chu_E1_BB_97i == ('!B814'):
rover.turn_right(50)
else:
rover.stop()
if chu_E1_BB_97i == ('!B11:'):
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rover.servo_write(1, 0)
time.sleep_ms(1000)
elif chu_E1_BB_97i == ('!B219'):

rover.servo_write(1, 110)
time.sleep_ms(1000)
elif chu_E1_BB_97i == ('!B318'):
rover.servo_write(2, 90)
time.sleep_ms(1000)
elif chu_E1_BB_97i == ('!B417'):
rover.servo_write(2, 0)
time.sleep_ms(1000)
else:
rover.stop()
ble.on_receive_msg("string", on_ble_message_string_receive_callback)
if True:
display.set_all('#ff0000')
rover.show_led(1, 1)
rover.show_rgb_led(1, hex_to_rgb('#ffff00'))
rover.show_rgb_led(2, hex_to_rgb('#ffff00'))
rover.show_rgb_led(3, hex_to_rgb('#ffff00'))
rover.show_rgb_led(4, hex_to_rgb('#ffff00'))
rover.show_rgb_led(5, hex_to_rgb('#ffff00'))
rover.show_rgb_led(6, hex_to_rgb('#ffff00'))
while True:
time.sleep_ms(500)

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7 th INTERNATIONAL CONFERENCE ON MEDICAL & HEALTH SCIENCES
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from rover import *

while True:
if rover.read_line_sensors(1):
rover.turn_left(20)
elif rover.read_line_sensors(4):
rover.turn_right(20)
else:
rover.forward(20)

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7 th INTERNATIONAL CONFERENCE ON MEDICAL & HEALTH SCIENCES
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from yolobit import *
button_a.on_pressed = None
button_b.on_pressed = None
button_a.on_pressed_ab = button_b.on_pressed_ab = -1
import time
import sys
import uselect
from rover import *
def read_terminal_input():
spoll=uselect.poll()
# Set up an input polling object.
spoll.register(sys.stdin, uselect.POLLIN) # Register polling object.
input = ''
if spoll.poll(0):
input = sys.stdin.read(1)
while spoll.poll(0):

input = input + sys.stdin.read(1)
spoll.unregister(sys.stdin)
return input
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7 th INTERNATIONAL CONFERENCE ON MEDICAL & HEALTH SCIENCES
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if True:
display.show(Image.SMILE)
time.sleep_ms(1000)
display.show(Image.HEART)
while True:
L_E1_BB_87nh_AI = read_terminal_input()
if L_E1_BB_87nh_AI == '1':
rover.forward(50, 0.1)
if L_E1_BB_87nh_AI == '2':
rover.backward(50, 0.1)
if L_E1_BB_87nh_AI == '3':
rover.turn_left(50, 0.1)
if L_E1_BB_87nh_AI == '4':
rover.turn_right(50, 0.1)

function p5speechRecGotResult() {
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7 th INTERNATIONAL CONFERENCE ON MEDICAL & HEALTH SCIENCES
July 06-08, 2023/ Ordu, TURKEY


background('#ffff00');
text((p5SpeechRec.resultString.toLowerCase()) , 100, 250);
if (new RegExp('đi thẳng, đi tới'.split(",").map(function(item) {return
item.trim();}).join("|")).test(p5SpeechRec.resultString.toLowerCase())) {
parent.commandUtils.sendTerminalData('1');
}
if (new RegExp('đi lui, đi lùi'.split(",").map(function(item) {return
item.trim();}).join("|")).test(p5SpeechRec.resultString.toLowerCase())) {
parent.commandUtils.sendTerminalData('2');
}
if (new RegExp('rẽ phải, quẹo phải'.split(",").map(function(item) {return
item.trim();}).join("|")).test(p5SpeechRec.resultString.toLowerCase())) {
parent.commandUtils.sendTerminalData('3');
}
if (new RegExp('rẽ trái, quẹo trái'.split(",").map(function(item) {return
item.trim();}).join("|")).test(p5SpeechRec.resultString.toLowerCase())) {
parent.commandUtils.sendTerminalData('4');
}
}
function p5speechRecOnEnd() {
p5SpeechRec.start();
}
function sleep(s) {
ms = s * 1000
return new Promise(resolve => setTimeout(resolve, ms));
}

let p5SpeechRec = new p5.SpeechRec("vi-VN", p5speechRecGotResult);
p5SpeechRec.onEnd = p5speechRecOnEnd;

function preload() {
}
function setup() {
createCanvas(window.parent.document.getElementById('js-runner11


7 th INTERNATIONAL CONFERENCE ON MEDICAL & HEALTH SCIENCES
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container').offsetWidth-50,
window.parent.document.getElementById('js-runnercontainer').offsetHeight-50);
p5SpeechRec.start(); // start listening
}
function draw() {
}
d. Robotic arm and two-level gripper
In the context of medical isolation areas, the design of a robotic arm and a two-level gripper
by App OHSTEM holds immense potential for the efficient and safe delivery of medical
supplies and medication. These innovative robotic technologies offer a unique solution to
address the challenges faced in isolation zones, where direct human contact is limited.
The robotic arm serves as a versatile tool that can perform a range of tasks, including
medication delivery and healthcare assistance. Its design incorporates precise and coordinated
movements, allowing it to navigate through confined spaces and reach designated areas with
accuracy. By utilizing the robotic arm, medical professionals can remotely control the
delivery of medication to patients, ensuring timely administration and minimizing the risk of
exposure to infectious diseases.
The two-level gripper system enhances the capabilities of the robotic arm by providing a
secure and adaptable mechanism for holding medical supplies and medication. The gripper's
design allows it to grasp and transport items of varying sizes, providing flexibility in handling
different types of medication containers and medical equipment. This feature ensures that the

robotic arm can accommodate a wide range of medical supplies, promoting efficient and
reliable delivery within the isolation area.
The integration of block-based programming and Python code enables the precise control and
automation of the robotic arm and gripper system. Block-based programming provides a userfriendly interface that simplifies the process of programming and controlling the robot. It
allows medical professionals to create logical sequences of commands by dragging and
dropping blocks that represent specific actions and movements. By utilizing Python code,
more advanced functionalities and complex algorithms can be implemented, allowing for
intricate control and coordination of the robotic arm and gripper system.
The combination of these design elements and programming techniques offers a
comprehensive solution for the safe and effective delivery of medical supplies and medication
in isolation areas. The robotic arm's agility and accuracy, coupled with the adaptability of the
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two-level gripper, enable medical professionals to address the unique challenges faced in such
environments. Additionally, the integration of block-based programming and Python code
empowers medical professionals with the ability to customize and optimize the robot's
functionalities according to specific needs and requirements.

e. The design and implementation process of students
Introduction and Training: The project began with an introduction to the concepts of
programming, robotics, and the specific application of designing robotic arms for medication
delivery and healthcare in isolation areas. The students received training on the basics of
Micro Python programming and block-based programming tools to familiarize them with the
programming environment and the capabilities of the robotic arms.
Team Formation and Brainstorming: The students were divided into teams of around 5-6
members to encourage collaboration and teamwork. Each team brainstormed ideas and

discussed potential designs and functionalities for their robotic arms. They considered factors

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such as the size of the arm, range of motion, gripping mechanism, and control options to
optimize the performance for medication delivery and healthcare tasks in isolation areas.
Design and Prototyping: Once the teams had finalized their concepts, they moved on to the
design phase. Using design software or paper sketches, the students created detailed drawings
and models of their robotic arms. They considered aspects such as structural integrity, ease of
assembly, and integration of sensors and actuators to enhance the functionality and
responsiveness of the arms. The teams also developed prototypes using readily available
materials or 3D printing technology to test their designs and make necessary adjustments.
Programming and Testing: With the robotic arm designs in place, the students delved into
programming. They utilized Micro Python and block-based programming tools to write code
that controlled the movement, gripping mechanism, and interaction with sensors of their
robotic arms. The teams programmed their arms to perform specific tasks, such as picking up
medication containers, adjusting the arm's position, and simulating healthcare assistance
actions. Testing and debugging were crucial steps during this process to ensure the arms
operated as intended.
Integration and Finalization: Once the individual robotic arms were functional, the teams
focused on integrating them into a cohesive system. They coordinated the movements and
actions of multiple arms, ensuring smooth collaboration among the arms to perform complex
tasks. The teams fine-tuned the programming, optimized performance, and addressed any
compatibility issues that arose during integration. This phase also involved rigorous testing to
verify the reliability and efficiency of the complete robotic arm system.
Presentation and Evaluation: After the design and implementation process, the teams

presented their robotic arm projects to a panel of evaluators. They demonstrated the
capabilities of their arms, explained the programming techniques utilized, and highlighted the
relevance of their designs in medication delivery and healthcare in isolation areas. The
projects were evaluated based on criteria such as functionality, creativity, teamwork, and
understanding of programming concepts.
The design and implementation process of the 100 students involved a series of steps, from
initial training and team formation to design, programming, integration, and final evaluation.
Through this hands-on project, the students gained practical knowledge in programming,
robotics, and healthcare applications. The process fostered teamwork, critical thinking, and
problem-solving skills, empowering the students to become active participants in addressing
real-world challenges in the medical field.

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d. Results

The analysis of the progression of students after taking part in the course reveals the growth
and development achieved by the students throughout the course.
Design Creativity:
Initially, the students might have demonstrated limited creativity in their designs, as reflected
in the lower scores for design creativity in the early stages of the project.
As the course progressed, the students likely gained a deeper understanding of the design
principles and were able to showcase more creative and innovative solutions, resulting in
higher scores for design creativity in the later stages.
Functionality:
At the beginning of the course, the students' robotic arms might have had limited
functionality, leading to lower scores for functionality in the initial stages.
However, as the students acquired knowledge and skills in Micro Python programming and
block-based programming, they likely improved the functionality of their robotic arms,
resulting in higher scores for functionality in the later stages.
Programming Skills:
Initially, the students might have had limited programming skills, leading to lower scores for
programming skills in the early stages.
With the guidance and training provided in the course, the students would have gradually
enhanced their programming abilities, resulting in higher scores for programming skills as
they progressed through the course.

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Teamwork:
The students' ability to work effectively as a team might have been initially underdeveloped,
leading to lower scores for teamwork in the early stages.
As the course encouraged collaboration and teamwork, the students likely improved their
ability to communicate, coordinate, and work together, resulting in higher scores for
teamwork in the later stages.
Presentation:
Initially, the students might have struggled to effectively present their projects, resulting in
lower scores for presentation in the early stages.
Through the course's emphasis on communication and presentation skills, the students likely
gained confidence and improved their ability to effectively convey their ideas, leading to
higher scores for presentation in the later stages.
Overall, the students' progression throughout the course demonstrates their growth in design
creativity, functionality, programming skills, teamwork, and presentation. The course
provided them with the necessary knowledge, skills, and support to develop their abilities in
these areas. By the end of the course, the students would have likely exhibited significant
progress and achieved higher scores, indicating their enhanced understanding and proficiency
in designing robotic arms for medication delivery and healthcare in isolation areas.

2.3. Difficulties and solutions
* Difficult:
Educating elementary school students using Micro Python programming and block-based
programming to design robotic arms for medication delivery and healthcare in isolation areas
may present certain difficulties. Some potential challenges include:
Technical Complexity: The concepts of programming, robotics, and designing robotic arms

can be complex for elementary school students. Understanding the intricacies of Micro
Python programming and block-based programming tools may require additional time and
effort.
Limited Prior Knowledge: Elementary school students may have limited prior exposure to
programming and robotics, making it necessary to start from the basics. Building a solid
foundation in programming principles and logical thinking may take time before students can
effectively apply them to design robotic arms.
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Equipment and Resources: Access to the necessary equipment, such as microcontrollers,
sensors, and actuators, may pose a challenge. Schools or educational institutions may need to
allocate resources and secure the required materials to facilitate the hands-on learning
experience.
Teamwork and Collaboration: Working in teams to design and program robotic arms
requires effective teamwork and collaboration skills. Elementary school students may face
difficulties in coordinating tasks, communicating ideas, and resolving conflicts, requiring
guidance and support from teachers or mentors.
Integration of Multiple Disciplines: Designing robotic arms for medication delivery and
healthcare in isolation areas involves the integration of various disciplines, including
programming, robotics, and healthcare concepts. Elementary school students may need
assistance in understanding the interdisciplinary nature of the project and its practical
applications.
Safety Considerations: Working with robotics and designing robotic arms involves safety
risks. Students must be educated about potential hazards and trained in safe practices to
ensure their well-being and prevent accidents during the learning process.
Time Constraints: Developing a comprehensive understanding of Micro Python

programming, block-based programming, and robotic arm design may require an extended
period of time. Balancing the curriculum requirements and allocating sufficient time for this
specific project may present logistical challenges.

* Solution
To address the difficulties faced when educating elementary school students using Micro
Python programming and block-based programming to design robotic arms for medication
delivery and healthcare in isolation areas, several solutions can be implemented:
Simplify Concepts: Break down complex programming and robotics concepts into smaller,
more digestible parts. Use age-appropriate language and examples to help students understand
the fundamental principles and gradually build their knowledge.
Hands-on Learning: Provide students with hands-on experiences by offering access to
microcontrollers, sensors, and actuators. This allows them to actively engage in designing and
programming the robotic arms, facilitating a deeper understanding of the concepts.
Team Building and Collaboration: Foster teamwork and collaboration skills by assigning
students to work in small groups. Encourage open communication, idea sharing, and problemsolving within the teams, creating a supportive and inclusive learning environment.
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