This paper reports on the effects of a teaching tool that controls actual robots during introductory education in computer programming among high school students. The effects of the tool were investigated by means of a questionnaire following two types of experience based programming classes, namely one class that used actual robots and one that did not. Questionnaire surveys were completed before and after the classes in order to determine whether or not the participants' level of interest in information and communication technology had changed. Statistical analysis of the questionnaire results showed that the use of actual robots is an effective way to raise students' level of interest in information and communication technology. It was found to be particularly effective among participants who liked subjects other than science and those who had a lower level of understanding information sciences that they were taught in high school.