Research on the Design of Intelligent Interactive Toys Based on Marker Education

Lu, Yi; Pang, Wei

doi:10.1007/978-3-030-60128-7_35

Cited by 1 publication

(2 citation statements)

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“…The manual coding robot offers entity modules and visual recognition to achieve simplified programming so that children can control its movement to play music and draw pictures, and play games on the map. The reason that we chose this tool is that this coding set provides solid graphical programming without a digital programming interface, which is simple and easy for children to understand and program their ideas (Lu & Pang, 2020). In addition, it is combined with chart games, painting and music for students to express and program their ideas (Lu & Pang, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The reason that we chose this tool is that this coding set provides solid graphical programming without a digital programming interface, which is simple and easy for children to understand and program their ideas (Lu & Pang, 2020). In addition, it is combined with chart games, painting and music for students to express and program their ideas (Lu & Pang, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

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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%

Section: Literature Reviewmentioning

confidence: 99%