Robotics in K-12 Formal and Informal Learning Environments: A Review of Literature

Bascou, Nicholas Alexander; Menekşe, Muhsin

doi:10.18260/p.26119

Cited by 13 publications

(22 citation statements)

References 10 publications

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“…These studies differ from the current study for two primary reasons: (1) the research questions; and (2) the number of studies included in the review-all prior reviews had a smaller number of studies included. Furthermore, the limited inclusion of studies provided a limited conception (Bascou & Menekse, 2016). Table 1 shows a brief overview of prior review studies.…”

Section: Purpose Of This Studymentioning

confidence: 99%

A Systematic Review of Studies on Educational Robotics

Anwar¹,

Bascou²,

Menekşe³

et al. 2019

Journal of Pre-College Engineering Education Research (J-PEER)

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277

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Section: Purpose Of This Studymentioning

confidence: 99%

A Systematic Review of Studies on Educational Robotics

Anwar¹,

Bascou²,

Menekşe³

et al. 2019

Journal of Pre-College Engineering Education Research (J-PEER)

Self Cite

277

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show abstract

“…Recent reviews of the literature on educational robotics in the mandatory stages (eg, Bascou & Menekse, 2016;Benitti, 2012;Kubilinskiene, Zilinskiene, Dagiene, & Sinkevièius, 2017;Mubin, Stevens, Shahid, Al Mahmud, & Dong, 2013;Toh, Causo, Tzuo, Chen, & Yeo, 2016;Xia & Zhong, 2018) highlight its potential for the development of computational thinking and the understanding of concepts and processes related to STEM areas. The use of robots is not only a motivator in the classroom, but for its technological features, allows the design of activities that promote both computational thinking, and skills related to scientific and mathematical skills such as social skills, collaborative and teamwork (Benitti, 2012).…”

Section: Educational Roboticsmentioning

confidence: 99%

The Development of Computational Thinking in Student Teachers through an Intervention with Educational Robotics

et al. 2019

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Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

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“…By 2015, more than 230,000 students were participating in 29,000 First Lego League robotics teams across 80 countries (Close, ). Past research has shown that being part of such robotics teams has the potential to significantly influence students’ academic and social skills by allowing them to actively engage in critical thinking and problem solving through designing, assembling, coding, operating, and modifying robots for specific goals (Bascou & Menekse, ; Benitti, ).…”

Section: Introductionmentioning

confidence: 99%

“…Robotics competitions, which have contributed to a broad recognition of educational robotics, provide unique opportunities for students and teams to work toward a shared goal in a certain timeframe (Bascou & Menekse, ; Danahy et al, ; Eguchi, ). Common goals for many competitions include the development of academic skills and interest in and awareness of science, technology, engineering, and mathematics (STEM); a focus on the ability to work effectively in teams; and the development of cooperation and respect toward the other teams participating in the competitions.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Robotics Teams’ Collaboration Quality on Team Performance in a Robotics Tournament

Menekşe

Higashi

Schunn

et al. 2017

J of Engineering Edu

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Background Working effectively in teams is an important 21st century skill as well as a fundamental component of the ABET professional competencies. However, successful teamwork is challenging, and empirical studies with adolescents concerning how the collaboration quality of team members is related to team performance are limited. Purpose/Hypothesis This study investigated the relationship between team collaboration quality and team performance in a robotics competition using multiple measures of team performance, including both objective task performance and expert judge evaluations, on a diverse set of supporting performance dimensions. Design/Method Data included Table Score, Robot Design, Research Project, Core Values, and Collaboration Quality scores for 366 youths on 61 K‐8 robotics teams that participated in a FIRST LEGO League Championship. Regression and mediation analyses were conducted to explore the relation between effective team collaboration and team performance. Furthermore, analysis of variance was conducted to explore the relationship between Collaboration Quality and team experience. Results Collaboration Quality was a good predictor of robotics team performance across all measures (with R2 = .50 and p < .001). Mediation analysis revealed that the Robot Design acted as a full mediator for the predictive effect of Collaboration Quality on the Table Score. In addition, the cumulative amount of team experience was significantly related to Collaboration Quality. Conclusions Overall, this study using collaboration performance assessments and actual competition data with a large number of teams confirms the importance of high‐quality teamwork in producing superior products with students engaged in authentic engineering tasks.

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Robotics in K-12 Formal and Informal Learning Environments: A Review of Literature

Cited by 13 publications

References 10 publications

A Systematic Review of Studies on Educational Robotics

A Systematic Review of Studies on Educational Robotics

The Development of Computational Thinking in Student Teachers through an Intervention with Educational Robotics

The Role of Robotics Teams’ Collaboration Quality on Team Performance in a Robotics Tournament

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