Robot programming intervention for promoting spatial relations, mental rotation and visual memory of kindergarten children

Promoting Spatial Language and Ability Among SLD Children: Can Robot Programming Make a Difference?

“…The current study’s findings point to the unique contribution of integrating a Bee-Bot-type robot in particular in those intervention programs promoting spatial vocabulary and ability among young children at risk for SLD. These findings add knowledge to previous findings among typically developing children (Brainin et al, 2021; Scott & Sera, 2018; Verdine, et al, 2014).…”

“…A review of the literature further indicates that spatial language comes more naturally for children participating in spatial activities and games from early childhood (Casasola, 2018). Brainin et al (2021) promoted the spatial ability of preschool children using intervention. Specifically, the children displayed significantly higher spatial-relations and mental-rotation improvement.…”

“…Further research is clearly needed to ascertain the unique contribution or added value of using robots for educational purposes in special education frameworks for young children (Diehl et al, 2012). Although previous study examined intervention with robot for promoting spatial ability of preschool children, nevertheless they were typically developed children (Brainin et al, 2021). As far as we know, no study has yet to investigate the contribution of robot programming for promoting spatial language and related spatial abilities among young children at risk for SLD.…”

“…The robot used in the current study, the Bee-Bot robot, is a colorful bee-shaped toy geared to promote learning among young children aged 4 to 7, belonging to a group of educational robots categorized as “programmable toys” (Kazakoff et al, 2013). Research has provided evidence of the robot’s efficiency in promoting learning skills and cognitive abilities (i.e., Visual-spatial skills) in young children with typical development (Brainin et al, 2021; Di Lieto et al, 2017; Highfield, 2010).…”

Tasarım Odaklı Düşünmeye Dayalı Robotik Etkinliklerin Planlama Becerisine Etkisi

“…Among the studies in which the effect of coding and educational robotic activities on cognitive skills is examined, one can observe that the effect on the following variables is predominantly analyzed: visual-spatial skills, mental rotation, visual memory (Brainin et al, 2022); verbal comprehension, visual perception, working memory (D'Amico & Guastella, 2019); sustained attention, visual and temporal perception, self-regulation (Encarnação et al, 2014); problem-solving (Çalışkan, 2020;Gratani et al, 2021); reflective problem-solving (Budak et al, 2021;Kalelioğlu, 2015); sequencing skill (Kazakoff et al, 2013); computational thinking and creativity (Noh and Lee, 2020); story writing and visual-spatial skill (Peretti et al, 2020) In this regard, the focus is mostly on studying the effect of educational robotic activities on cognitive skills recently; on the contrary, the effect thereof on executive function skills, which is among cognitive skills, has been analyzed in a limited number of studies.…”