Assessing Computational Thinking, Motivation, and Grit of Undergraduate Students Using Educational Robots

Abstract

Educational technologists and practitioners have made substantial strides in developing affordable digital and tangible resources to support both formal and informal computer science instruction. However, there is a lack of research on practice-based assignments, such as Internet of Things (IoT) projects, that allow undergraduate students to design and demonstrate educational robots using digital or physical assistance, especially when it comes to computational thinking (CT) and programming skills development in association with their psycho-emotional experience. This study compares the impact of Scratch and LEGO® WeDo robotic kits on students' CT and programming skills development. A quasi-experimental approach was conducted, involving two hundred forty-six participants ( n = 246), who were equally divided between Scratch and LEGO® WeDo groups. Results indicate that the LEGO® WeDo group showed greater improvement in CT and programming skills development, while designing and presenting IoT projects. Nevertheless, no significant association between motivation, grit, and CT skills was observed. The findings highlight the potential of tangible robotics in facilitating students’ hands-on learning and enhancing motivation to foster CT and programming skills. This study provides a wide range of implications for instructional designers on how to use tangible robotics to support hands-on IoT projects in computer science courses.

Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study

“…The results revealed that adopting technology into educational practices, in designing instructional activities, assessing student assignments, and homework can accelerate science learning, motivation, interaction in online discussions, and stimulate students' creative thinking. This observation was supported by [9][10][11]13,14]. Furthermore, the qualitative part of the study corroborated the quantitative findings, further emphasizing the usefulness of digital technology in both educational and professional settings.…”

“…Modern technologies and their educational applications facilitate relaying scientific knowledge to students through investigation and experimentation [9]; they increase students' effective participation in the educational process and develop their creative and critical thinking skills, self-efficacy, and self-regulation [10,11]; they enhance learning aptitude [12], motivation [13], computer skills [14], and online interactions [15,16]; they offer students access to various information sources compared to the limitedness of traditional teaching; and they equitably provide students with the continuity of learning through life. Such benefits of modern technologies in education represent an integral part of the education sustainable development goal (SDG4) [17].…”