Connecting Plans to Action: The Effects of a Card-Coded Robotics Curriculum and Activities on Korean Kindergartners

Nam, Ki Won; Kim, Hye Jeong; Lee, Jun Young

doi:10.1007/s40299-019-00438-4

Cited by 60 publications

(29 citation statements)

References 29 publications

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“…Sequencing ability is a complex cognitive ability that generate skills to arrange objects or actions in a correct order through timetable setting and procedural planning (Atance & O’Neill, 2001; Zelazo et al., 1997). To program a robot to move successfully, children need to use sequential ability to plan what happens when applying if, next, before and repeat actions, as well as procedural thinking and logical instruction to arrange robotics movement in order (Nam et al., 2019). Sequencing ability is an important skill in early childhood that facilitates students to learn about algorithms and understand the world mathematically and scientifically (Kazakoff et al., 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation

Yang

Gao

2022

Brit J Educational Tech

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Programmable robotics is recently used in early childhood education (ECE) to introduce programming and computational thinking (CT) skills. However, there is a further need for research to contrast the efficacy of children's participation in robot programming and traditionally beneficial ECE activities. The present study thus investigated the effects of a robot programming intervention versus a block play program on kindergarteners' CT, sequencing ability, and self-regulation. The experiment (robot programming) versus comparison (block play) condition was randomly assigned to four kindergarten classes, which included 101 kindergarteners (M = 64.78 months, SD = 7.64). Statistical analyses revealed that the robot programming group (N = 54) had experienced greater gains over time in sequencing ability relative to those in the block play group (N = 47; F = 5.09, p < 0.05). Children in the robot programming group with lower level of selfregulation at baseline showed larger improvements in sequencing ability over time relative to the block play group (F = 2.37, p = 0.01). Also, children in the robot

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Section: Literature Reviewmentioning

confidence: 99%

Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation

Yang

Gao

2022

Brit J Educational Tech

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“…Only a few of the previous empirical studies in ER to promote CT did include assessments that were independent from the intervention tools. Such is the case of work by Nam et al (2019) , who used picture sequencing and mathematical problem-solving tasks as proxies to CT and Cho and Lee (2017) in which children were asked to self-report on their efficacy and interest in the subject. However, the independent assessments are dissimilar between studies, involving a wide range of abilities that include problem-solving but also socio-emotional skills, such as self-confidence to perform the tasks.…”

Section: Discussionmentioning

confidence: 99%

Educational Robotics Intervention to Foster Computational Thinking in Preschoolers: Effects of Children’s Task Engagement

et al. 2022

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Computational thinking (CT) is a broadly used term in education to refer to the cognitive processes underlying the application of computer science concepts and strategies of problem-solving. Recent literature has pointed out the value of children acquiring computational thinking skills (i.e., understanding and applying concepts, such as conditionals, iteration, or generalization), especially while learning STEM subjects. Robotics has been used as a tool to introduce computational thinking and STEM knowledge to children. As physical objects, robots have been proposed as developmentally appropriate for the early childhood setting, promoting motivation and allowing young learners to represent abstract ideas in a concrete setting. This study presents a novel educational robotics (ER) intervention using RoboTito, a robot programmable through tangible elements in its environment designed for kindergarteners. We used a quasi-experimental design with an active control group. In addition, we conducted a structured observation of the filmed material of the sessions to gather data on children’s attention and motivation throughout the activities. Fifty-one children (male = 33; mean age = 66 months, SD = 5.49 months) attending level 5 (kindergarten) at a Uruguayan public school participated in the study. Children in our experimental condition participated in an intervention programming RoboTito using tangible elements, while children in our control condition played with the robot through sensory-motor activities using a remote control and did not engage in programming. Motivational and attentional factors were assessed through video-recorded sessions of the ER activities. Four trained observers blind to the experimental conditions participated in the coding. Children’s interactions were assessed in four categories: task engagement, distractibility, oral participation, and objective fulfillment. Our results suggest children’s task engagement mediated their gains in CT after the intervention; post-hoc Tukey contrasts revealed non-significant pre-test to post-test gains for the control and low engagement groups, and significant for the high engagement group. Overall, we conclude task engagement played a central role in children’s learning gains and our robotics intervention was successful in promoting CT for engaged children. We discuss the practical implications of our results for early childhood education and developmentally appropriate ER targeted for young learners.

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“…LEGO robotics has been employed to assess technological perception in preschool, and effectiveness for teaching CT, problem-solving and programming to elementary level kids (Mioduser et al , 2009; Baek et al , 2019). It has been used in card-coded robotics curriculum on kindergartners (Nam et al , 2019) and introduced in basic technology and problem-solving in high school (Chaudhary et al , 2016). Also, LEGO robotics has been applied to teach engineering technologies to freshmen at undergraduate levels (Wang, 2001; Baek et al , 2019).…”

Section: Related Literaturementioning

confidence: 99%

Effects of LEGO robotic on freshmen students' computational thinking and programming learning attitudes in Taiwan

Weng

Matere

Hsia

et al. 2021

LHT

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PurposeAdvancements in technology require that everyone is skilled with computational thinking (CT), problem-solving and computer programming skills. This study aims to examine the development of CT in problem-solving skills (PSS) and programming learning attitude by integrating LEGO robotics kits in a project-based learning course.Design/methodology/approachThis study examines the development of CT in PSS and programming learning attitude by integrating LEGO robotics kits in a project-based learning course. This study consists of a single group pre-post-test research design with 32 freshmen university students. Quantitative and qualitative data were collected by pre-post-tests and recording of classroom discussions, respectively.FindingsTherefore, this finding implies that robotics can be used to develop CT in university students; however, there is a need for designing curricula with advanced robotic kits as artificial intelligence (AI) has become more prevalent. Hence, programming knowledge learned will help students to understand the application of robots in AI.Originality/valueThe study creates educators' awareness that CT skills might be developed in freshmen university students through robotics. However, many still consider them toys rather than learning aids.

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Connecting Plans to Action: The Effects of a Card-Coded Robotics Curriculum and Activities on Korean Kindergartners

Cited by 60 publications

References 29 publications

Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation

Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation

Educational Robotics Intervention to Foster Computational Thinking in Preschoolers: Effects of Children’s Task Engagement

Effects of LEGO robotic on freshmen students' computational thinking and programming learning attitudes in Taiwan

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