See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/347554340

Education with BBC micro:bit

Article  in  International Journal of Online and Biomedical Engineering (iJOE) · November 2020

DOI: 10.3991/ijoe.v16i14.17071

CITATIONS READS

0 434

2 authors, including:

Patrik Voštinár
Univerzita Mateja Bela v Banskej Bystrici
55 PUBLICATIONS   34 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

003UMB-4/2017 View project

003TTU-4/2018 Interactive Applications for Teaching Mathematics at Primary Schools View project

All content following this page was uploaded by Patrik Voštinár on 18 January 2021.

The user has requested enhancement of the downloaded file.

Paper—Education with BBC micro:bit

Education with BBC micro:bit

https://doi.org/10.3991/ijoe.v16i14.17071

Patrik Voštinár (*), Jaroslav Knežník

Matej Bel University, Banská Bystrica, Slovakia
[email protected]

Abstract—Teaching Computer Science in all level of education is not easy,

because most students are scared of the programming. Therefore, most of the
teachers in Slovak schools prefer to teach special software for a spreadsheet edi-
tor, presentation programs, etc. This contribution deals with our experience of
using an educational board BBC micro:bit in the educational process. We will
explain some of our prepared tasks for teaching programming concepts, which
we used for teaching with BBC micro:bit in primary, secondary schools, and uni-
versity. In the article, we will also focus on various types of extensions, which
could be used together with micro:bit. We will explain the results of our research
and look at whether using BBC micro:bit can increase the student's motivation
for learning programming.

Keywords—BBC micro:bit, programming, computer science, stop:bit, neopixel

1 Introduction

Today, digital technologies are a common part of life. Because of that it is important
to start teaching these technologies in early life of every children. Computer Science is
one of the compulsory subjects in primary and secondary schools in Slovakia. In pri-
mary schools, computer science begins to be taught from 8 years. During studying com-
puter science at primary school, pupils have to learn programming basics according to
ISCED (The International Standard Classification of Education) in the thematic part
Algorithmic Problem Solving. In primary schools, teaching computer science is com-
pulsory 1 hour a week (8-13 years old pupils). Each school has an option to increase
these lessons - depends on their focusing (if they want to have more lessons of physical
training, chemist, biology, etc.). In secondary schools, teaching of Computer Science is
very similar to primary schools. It is compulsory during whole four years of their study
within the range three lessons a week. It is up to each school, to which year of study
they want to include these compulsory lessons. Each school can also have optional les-
sons of Computer Science.
The State Education Program does not prescribe use of any particular programming
environment. The teacher can choose the environment that suits him / her. There is also
something what teacher cannot choose, he /she has to use the Slovak language program-
ing environment, possibilities of the environment and methodological support. In

iJOE ‒ Vol. 16, No. 14, 2020 81

Paper—Education with BBC micro:bit

primary schools, it was used programming languages Baltík and Imagine Logo1. Now-
adays the most used programing language at Slovak primary schools is Scratch2, while
secondary schools prefer Python. Teaching with programming languages, such as
Scratch, Python is more popular and best for programming starting, but for some stu-
dents is not motivational enough. The solution could be using motivational hardware
such as Lego Mindstorms EV3, Sphero, Ozobot robots, etc. Physical computing in co-
operation with a block-based environment have become more and more attractive, es-
pecially for presenting programming to young students – beginners [1]. The main prob-
lem with these robots is their price.
In a wave of devices that may have started with the Raspberry Pi, there are now
dozens of small, powerful devices, ranging in price from a few dollars to a few hundred
dollars. Various technology companies have been quietly releasing smaller, lower
power chips and devices in the background. [2]
Currently it is very popular and cheap educational board BBC micro:bit. Its biggest
advantage is a minimal cost, highly functional board to help teaching.

2 BBC micro:bit

BBC micro:bit (Fig. 1) is what is technically known as a microcontroller develop-

ment board. It’s a printed circuit board (PCB) which contains a microcontroller on
which it is possible to run own programs and connect own hardware. [3]

Fig. 1. BBC micro:bit

Another description of BBC micro:bit could be a tiny, pocket-sized physical device,

which consists of programmable computer and small battery which powers the circuit
board. It is designed to make learning and teaching younger audience. [4].
It is low-cost device, that was assigned to each 11-12 years old pupil in the UK in
2016 [5]. Independent research tracked the progress of the BBC micro:bit in the UK
during its first year of its deployment and found, that 85% of teachers who used this

1
http://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/
2
http://imagine.input.sk/
3
https://scratch.mit.edu/

82 http://www.i-joe.org
Paper—Education with BBC micro:bit

device agreed, that it makes Computer Science more enjoyable for their students, and
90% of the children who used it said it helped to show them ,that anyone can code [6].
In comparison with more sophisticated piece of hardware (such as Arduino and
Raspberry), BBC micro:bit is powerful even without any extensions.
It can be used to teach programming and computing concepts to children of any age.
It can be programmed by block-based language, JavaScript, C and MicroPython.
Fig. 2 shows online editor MakeCode created by Microsoft. In case you want to use
the offline version of this editor, it is available for free from Microsoft Store. The pri-
mary goal of MakeCode is to teach programming with a block-based programming lan-
guage. For users, that are familiar with blocks and how they work, they can switch to
coding more complex programs in the scripting language JavaScript, which is mostly
used for programming webpages or MicroPython. Fig. 2 shows block-based program-
ming in the MakeCode. Fig. 3 shows programming in JavaScript language.

Fig. 2. The MakeCode editor - block-based programming

Fig. 3. The MakeCode editor – JavaScript

Fig. 4 shows programming in MicroPython, which is the latest innovation. You can
switch between these languages using the buttons in the top bar. MakeCode editors
contain simulator, which can be used for displaying the result of code without physical
educational board BBC micro:bit.

iJOE ‒ Vol. 16, No. 14, 2020 83

Paper—Education with BBC micro:bit

For running code in BBC micro:bit it is important to press the button Download (at
the bottom) and to copy generated file (with extension. hex) to BBC micro:bit. After
BBC micro:bit is connected to a computer via USB cable, special disc appear in your
computer (copy the file like to USB key).
The user can create some code in a block language and then see what it looks like in
JavaScript or MicroPython.

Fig. 4. The MakeCode editor - MicroPython

3 Methodology and Results

Our research was held at the beginning of the school year 2019/2020. In our research
we used BBC micro:bit for teaching Computer Science in primary school ZŠ Ďumbi-
erska (Banská Bystrica, Slovakia) and in two secondary schools – Gymnázium Milana
Rúfusa (Žiar nad Hronom, Slovakia) and Stredná odborná škola technická (Zvolen,
Slovakia). The main aim of our research was to find out, whether we can motivate stu-
dents to study Computer science by using BBC micro:bit. We used the questionnaire
for measuring data of our research. We asked 28 primary school students and 36 high
school students several questions in the questionnaire. The questionnaire filled 26 girls
and 38 boys. The research using BBC micro:bit was based on the school directors' ini-
tiative. They wanted to motivate their students to continue with teaching computer sci-
ence. In Gymnazium Milana Rúfusa were students selected according to their interest
to continue with using BBC micro:bit. In the other two schools were students selected
by their computer science teacher. For this reason, there weren't any control groups in
the schools.
First question after the gender selection was focused to whether they know (remem-
ber), what is micro:bit. Most of them wrote, that it is interesting hardware for program-
ming.
Question Did these activities make sense to you? was aimed to whether they know,
that using BBC micro:bit it's not only for playing in the Computer Science lesson.
73,4% students says, that it make sense (yes, rather yes) to program BBC micro:bit in
the lessons (Fig. 5).

84 http://www.i-joe.org
Paper—Education with BBC micro:bit

Fig. 5. Did these activities make sense to you?

Question Did you like lessons with micro:bit? Results from this question show that
89,10% students like these lessons (Fig. 6). This particular finding was very important
to know that we should continue with teaching programming with BBC micro:bits.

Fig. 6. Did you like lessons with BBC micro:bit?

25% students in question Were the lessons difficult for you? wrote, that it was. For
more students, it isn't difficult to program something in BBC micro:bit (Fig. 7).

iJOE ‒ Vol. 16, No. 14, 2020 85

Paper—Education with BBC micro:bit

Fig. 7. Were the hours difficult for you?

66,6% students would like to continue programming with BBC micro:bit (Fig. 8).
This question is similar to question Did these activities make sense to you? The results
are also similar. According to the results, we assume that students want to use BBC
micro:bit.

Fig. 8. Would you like to continue with BBC micro:bit?

4 BBC micro:bit Tasks

We prepared the various types of tasks for BBC micro:bit. All participants already
had some previous experience with Scratch block environment, these experiences were
useful for them. In primary school, we started with basic coding - task with using vari-
ables, cycles, functions, radio communication, etc.

86 http://www.i-joe.org
Paper—Education with BBC micro:bit

Example of tasks:
• Events – after pressing buttons A, B, A+B, shake micro:bit, etc. Micro:bit LEDs
matrix (5x5) display various icons (heart, yes/no, happy, t-shirt, etc.), texts, numbers,
arrows.
• Math – after shaking micro:bit will display random number (dice), to use min/max
value, round, etc.
• Simple games with storing data in variable or array (increase, decrease number after
some events), rock-paper-scissors.
• LED light – led connected via crocodile clips and resistors.
• Wireless communication – sending text/number through micro:bit to another mi-
cro:bit.
All tasks and teaching materials are available on our webpage3.
Fig. 9 shows using BBC micro:bit in teaching process in primary school ZŠ Ďumb-
ierska (Banská Bystrica, Slovakia).

Fig. 9. Using BBC micro:bit in ZŠ Ďumbierska

For teaching we also used an additional extension for micro:bit such as speakers,
Neopixel LED strips, stop:bit.

4.1 Neopixel LED strip

Neopixel LED Strip is a colorful strip based on WS2812B beads, it can display color
of RGB and support cascade at the same time (Fig. 10).

3
http://www.fpv.umb.sk/katedry/katedra-informatiky/informaticky-kruzok-umb-pre-
ziakov-zs-a-ss/materialy-k-vyucbe-pre-zs.html

iJOE ‒ Vol. 16, No. 14, 2020 87

Paper—Education with BBC micro:bit

Fig. 10.Neopixel extension

Working with Neopixel Strip has many advantages. Using crocodile clips students
connected Neopixel to micro:bit and operated it. As a main benefit of this extension we
consider the ability to use micro:bit’s pins. Students learnt that they need data pin to
transfer data from micro:bit to neopixel, a power pin and a pin that works like the
ground.
Example of tasks for Neopixel strip:

• Create program, that will display red color on all leds, wait 1 second, display blue
color, wait 1 second, display purple color, wait 1 second, display indigo color, wait
1 second, display orange color.
• For each LED in strip set different color (use loops and array).
• After shake micro:bit display random color for each LED.
• In block forever program changing 5 colors, between showing colors set wait block
(use variable, for initialized value use 100ms). If the button A is pressed, do an ad-
dition of this time to +100ms. If the button B is pressed, do subtraction of this time
to -100ms (Fig. 11).

88 http://www.i-joe.org
Paper—Education with BBC micro:bit

Fig. 11. Neopixel extension - code

To find out if the programming of the LED strip is interesting for students, we asked
a question in our questionnaire research How do you evaluate the work with LED strip?
Based on the results - most of them say they like programming LEDs (5 students dislike,
Fig. 12). Using neopixel strip with BBC micro:bit was for the students very motivated.
They have no problem to solve tasks with neopixel strip. The disadvantage of these
tasks was, that many of them wanted to play more with neopixel strip.

Fig. 12. How do you evaluate the work with LED strip?

iJOE ‒ Vol. 16, No. 14, 2020 89

Paper—Education with BBC micro:bit

4.2 Speaker
Another type of extension was very cheap one – to use speaker (wired, should have
3,5mm JACK) and two crocodile clips. The speaker connector had 2 metal strips for
left and right speaker, the third connector strip is for ground (Fig. 13).

Fig. 13. BBC micro:bit with speakers

Example of tasks for extension- speaker:

• Create melody from offered options.

• Create own music via tones.
• Slovak national anthem.
For these types of tasks, music category micro:bit uses is considered the most valu-
able learning value. Students have learned to work with a musical scale to recognize
tones and put them together into melodies to fulfill the purpose of the task.
Similar to Neopixel LED strip, we want to find out if programming of the Speaker
was interesting for students. We asked students How do you rate the work with
SPEAKER? Results were interesting, most of them choose neutral answer (Fig. 14).
Solving tasks for micro:bit connected to the external speaker was not for students so
interested, then working with neopixel strip. The main problem was for the students
who have a little knowledge of music tones. They had to found and understand what
does it mean Middle G, Middle A, etc. In each school, there were students who helped
others with understanding music tones.

Fig. 14. How do you rate the work with speaker?

90 http://www.i-joe.org
Paper—Education with BBC micro:bit

Fig. 15. BBC micro:bit with speaker – code

4.3 Stop:bit

Stop:bit is a very simple extension for micro:bit which symbolizing traffic light (Fig.
16). It basically consists of two pieces, first one is a connected micro:bit by 4 screws
which are not easily removed, so it makes looks stop:bit as a one whole piece. Alterna-
tively, it can also be connected by crocodile clips. The second piece are 3 Led diodes,
each on is driven from one micro:bit pin.

Fig. 16. Stop:bit

To usual programing environment Microsoft Makecode can be added as an extension

'kitronik-stopbit', where it has own blocks for easier configuration.
Stop:bit can be used in many activities e.g.:

iJOE ‒ Vol. 16, No. 14, 2020 91

Paper—Education with BBC micro:bit

• As a single traffic lights next to pedestrian crossing or using multiple of these pieces
as network of traffic lights for managing city.
• As a shower of any values which has 2 or 3 states in many interesting activities, e.g.
‘Quiz’.
• As a shower of music rhythm.
• In activities where we need traffic lights, but we do not have time to make our own
from diodes and resistors in breadboard, or when we just need it to look nice and fits
to surroundings.
• Anywhere where its diodes could be useful.
Task 1 – radio communication and turns green/red light: Student uses radio func-
tion and sends a string to stop:bit. Stop:bit distinguishes between received messages
and displays color according to received string. Stop:bit after receiving text „green“ -
turns on the green light, after receiving text „red” - turns on the red light.
Micro:bit on pressed (Fig. 17):
• Button A – sends text message „ green”.
• Button B – sends text message „ red”.

Fig. 17. radio communication and turns green/red light

Task 2 - math quiz show: Student answers the questions, said, or displayed on
blackboard. Teacher sets the correct answer through his micro:bit. Using micro:bit ra-
dio function student sends answer through his micro:bit to solver micro:bit, which turns
on the light according to answer correctness. Solver compares the answer with value
received from teacher.
When message is received (in stop:bit) sets the variable:

• ‘‘Answer’’ to number, received through radio function in type of number.

• ‘‘Correct’’ to number, received through name and value of variable in type of vari-
able.

92 http://www.i-joe.org
Paper—Education with BBC micro:bit

Then compares both variables. If are variables same, turns on green light, otherwise
turns on red light.
Micro:bit actions

• If A button is pressed increments answer by 1.

• If B button is pressed decrements answer by 1.
• If A+B buttons are pressed sends answer
Task example:
“How much is 9* 5 – 31?’’
Task description (Fig. 18):
Teachers micro:bit - sends answer in type of name and value of variable „correct =
14.’’
Students micro:bit- sends answer in type of number „14.’’
Micro:bit solver – compares answers and turn on green or red light.

Fig. 18. Math quiz show – Source code

5 Conclusion

By this article we wanted to point out the main advantages that BBC micro:bit pos-
sess and his huge benefit for teaching Computer Science in all level of education. BBC
Micro:bit, as one of the most interesting hardware devices is an excellent opportunity
to develop programming skills and algorithmic thinking of students. Thanks to its low
cost, brings a lot of music for a little money.
Our research so far has shown that students liked lessons they work with BBC mi-
cro:bit and consider this work to be interesting and meaningful.
Besides students consider work with BBC micro:bit as interesting, it can provide
them various knowledge, they can use ether in different block environment.

iJOE ‒ Vol. 16, No. 14, 2020 93

 Paper—Education with BBC micro:bit

In this article we also focused on various type of extensions, which could be used
together with micro:bit. We described tasks with Neopixel LED Strip, Speaker and ex-
tension called stop:bit.

6 Acknowledgement

This contribution has been processed as part of the grant project Interactive Appli-
cations for Teaching Mathematics at Primary Schools, project no. 003TTU-4/2018 and
Implementation of Blended Learning into Preparation of Future Mathematics Teachers
and Future Computer Science Teachers, project no. 001UMB-4/2020.

7 References
[1] Jin, K. H., Eglowstein, H. and Sabin, M., Using Physical Computing Projects in Teaching
Introductory Programming. Proceedings of the 19th Annual SIG Conference on Information
Technology Education (SIGITE '18), ACM, 2018, New York, USA. pp. 155-155.
https://doi.org/10.1145/3241815.3241879
[2] Donat, W., Getting Started with the micro:bit, Maker Media Inc., San Francisco, 2017
[3] Halfacree, G., The official BBC micro:bit. John Wiley & Sons, Inc., India polis, Canada.
[4] Klimeková, E., et al., Case Study on Physical Computing with Node MCU on Summer
School. International Conference on Robotics and Education RiE 2017, 2018
[5] Sentence, S., Waite, J., Yeomans, L. and MacLeod, E., Teaching with physical computing
devices: the BBC micro:bit initiative. Proceedings of the 12th Workshop on Primary and
Secondary Computing Education (WiPSCE '17), Erik Berendsen and Peter.
https://doi.org/10.1145/3137065.3137083
[6] Hubwieser (Eds.). ACM, 2017, New York, NY, USA, 87-96.
[7] Merkouris, A. and Chorianopoulos, K., Programming touch and full-body interaction with
a remotely controlled robot in a secondary education STEM course. Proceedings of the 22nd
Pan-Hellenic Conference on Informatics - PCI 18, 2018. https://doi.org/10.
1145/3291533.3291537

8 Authors
Patrik Voštinár is a lecturer, who is working at the Matej Bel University, at the
Faculty of Natural Sciences, Department of Computer Science. He teaches subject such
as programming web pages (HTML, CSS, JavaScript), creating mobile applications
(programming Android, iOS application), discrete mathematics. He is member of two
national projects aimed to using information and communication technologies in the
education process (mLearning and eLearning). Email: [email protected].
Jaroslav Knežník is a master's degree student at the Matej Bel University, at the
Faculty of Natural Sciences, Department of Computer Science. He is very active in
preparing teaching materials for primary school children. Email: jaroslav.kneznik@stu-
dent.umb.sk.

Article submitted 2020-07-15. Resubmitted 2020-08-22. Final acceptance 2020-08-23. Final version pub-
lished as submitted by the authors.

94 http://www.i-joe.org

View publication stats