Computational thinking (CT) is increasingly promoted as a core literacy, yet learners and teachers face challenges in connecting abstract program logic to meaningful outcomes. We design and evaluate RoboBlockly Studio, an integrated interactive system that combines block-based programming, a conversational AI teaching agent, and embodied robot execution. RoboBlockly Studio creates a tight iterative loop of authoring, running, observing, and revising. Informed by interviews with five programming teachers, the system was designed to support four goals: (1) preserving learner agency in computational thinking, (2) making program behavior transparent and interpretable, (3) grounding programming in embodied, classroom-aligned tasks, and (4) scaffolding reflection through pedagogically grounded AI dialogue. We deployed RoboBlockly Studio with 32 high school students, observing how robot and AI feedback influenced students' interactions with code, reflections on problem-solving strategies, and understanding of CT concepts. We discuss design insights and implications for creating interactive, embodied learning environments that integrate AI and robotics to support CT learning in computing education.

翻译：计算思维（CT）正日益被提倡为核心素养，然而学习者和教师在将抽象的程序逻辑与有意义的实践成果相联系方面仍面临挑战。我们设计并评估了RoboBlockly Studio——一个集积木式编程、对话式人工智能教学代理与具身机器人执行于一体的交互式系统。该系统构建了“编写—运行—观察—修改”的紧密迭代循环。基于对五位编程教师的访谈，系统设计围绕四个目标展开：（1）维护学习者在计算思维中的主体性；（2）使程序行为透明且可解释；（3）将编程扎根于与课堂一致的具身化任务；（4）通过基于教学法的AI对话支架引导反思。我们面向32名高中生部署了RoboBlockly Studio，观察了机器人与AI反馈如何影响学生与代码的交互、对问题解决策略的反思以及对计算思维概念的理解。本文探讨了创建融合AI与机器人技术、支持计算教育中CT学习的交互式具身学习环境的设计见解与启示。