Learning programming through robots: the effects of educational robotics on pre-service teachers’ programming comprehension and motivation

Fegely, Alex; Tang, Hengtao

doi:10.1007/s11423-022-10174-0

Cited by 8 publications

(3 citation statements)

References 39 publications

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“…There is a similarity between the study of Madariaga et al (2023) and this study regarding increasing the participants' motivation. In addition, this result is consistent with previous research that has shown that educational robotics helps increase preservice science teachers' motivation as they learn to program the robots (Barak & Assal, 2018;Fegely & Tang, 2022;Kim et al, 2015;Kucuk & Sisman, 2018). For example, Fegely and Tang (2022) pointed out that learning robotics can improve pre-service teachers' motivation.…”

Section: Discussionsupporting

confidence: 90%

“…In addition, this result is consistent with previous research that has shown that educational robotics helps increase preservice science teachers' motivation as they learn to program the robots (Barak & Assal, 2018;Fegely & Tang, 2022;Kim et al, 2015;Kucuk & Sisman, 2018). For example, Fegely and Tang (2022) pointed out that learning robotics can improve pre-service teachers' motivation. Moreover, the results related to motivation support the findings of Anwar et al (2019), who examined a systematic review of educational robotics.…”

Section: Discussionsupporting

confidence: 90%

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Gamified Educational Robots Lead an Increase in Motivation and Creativity in Stem Education

Chen

Lin

Chung

2023

JBSE

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The combination of education and robots is becoming an increasingly important issue. Although researchers have conducted some studies on educational robotics in STEM education at the undergraduate level, no research examined the effects of gamified educational robotics on participants’ motivation and creativity. Therefore, this study examines the effects of gamified educational robots on participants’ learning motivation and creativity in STEM. A quasi-experimental research design was used in this study. A total of 108 students from two classes enrolled in the information technology course were involved as participants. Learning motivation and creativity scales were used to collect data. The participants were introduced to a gamified educational robot as the course objective, learning content, and game mechanism to increase motivation and help students solve problems. In contrast, students in the control group received conventional instruction consisting of group discussions and lectures. Activities in both groups were held for eighteen weeks in three phases. The results showed that gamified educational robots could enhance learning motivation and positively influence learners' creativity. The results also indicate that learning motivation has significant effects on creativity, and students with high motivation perform better in terms of creativity. The results strengthen interdisciplinary STEM teaching and promote students' learning outcomes. Keywords: gamification in STEM education, educational robot, STEM curriculum, learning motivation

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 90%

Gamified Educational Robots Lead an Increase in Motivation and Creativity in Stem Education

Chen

Lin

Chung

2023

JBSE

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“…Learning programming through Educational Robotics affects students’ understanding and motivation (Fegely & Tang, 2022 ). The study results prove that Educational Robotics helps students understand concepts of programming.…”

Section: Related Workmentioning

confidence: 99%

Educational Robotics: Development of computational thinking in collaborative online learning

et al. 2023

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In the previous study the work experience on organization of teaching Robotics to secondary school students at school lessons and in study groups was introduced. This study which was conducted within 2019 and 2021 covered the period of distant learning caused by COVID-19 pandemic and even post-pandemic period, when a part of school students continued learning online. The study deals with the problem of developing school students’ computational thinking in online learning. We consider computational thinking as a set of cognitive skills of solving educational and cognitive problems. The research questions raised were aimed at solving the problem of the influence of Educational Robotics on developing computational thinking. During the research we have found out that due to the adaptability of robots, Educational Robotics, the development of individual learning programs, and the arrangement of collaborative online learning are instruments and a solution to the problem of developing computational thinking. The main components of computational thinking, which were studied within those 3 years, are the following: algorithmic thinking, ability to program, and efficiency in team work. The influence of the learning strategy we chose enabled us to determine the level of computational thinking and its dependence on learning Robotics. We used statistical criteria in order to summarize the results of our research. The statistics provided suggests progress in the indicator tracked. Based on the experimental data received we approximated reliability (R 2 ) and relevant exponential equation (trend lines). The research we carried out also has led to the general conclusion that Educational Robotics helps to create synergistic learning environment for stimulating students’ motivation, collaboration, self-efficacy and creativity.

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Enhancing rural students’ computer science self-efficacy in a robotics-based language arts course

Tang,

Qian,

Porter-Voss

2024

Educ Inf Technol

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Integrating computer science (CS) content into existing STEM curricula emerges as a viable solution to broadening rural students’ participation in CS, but rural students have a significant proficiency gap in science and mathematics. By focusing on an English language arts course as the context for CS integration, this exploratory study examined the impact of a robotics-based intervention integrated into a high school language arts class on rural students’ CS self-efficacy. A convergent mixed methods design was applied to collect and analyze qualitative and qualitative data separately. Quantitative results confirmed that the integrated robotics-based intervention significantly improved rural students’ CS self-efficacy. Qualitative findings provided insights on how embodied learning and mastery experience facilitated by the robotics-based intervention fostered rural students’ CS self-efficacy. The findings from the two sources of data were integrated, shedding light on the potential of curricular integration in language arts classes for broadening rural student participation in CS education.

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Learning programming through robots: the effects of educational robotics on pre-service teachers’ programming comprehension and motivation

Cited by 8 publications

References 39 publications

Gamified Educational Robots Lead an Increase in Motivation and Creativity in Stem Education

Gamified Educational Robots Lead an Increase in Motivation and Creativity in Stem Education

Educational Robotics: Development of computational thinking in collaborative online learning

Enhancing rural students’ computer science self-efficacy in a robotics-based language arts course

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