Systematic Review of Research Trends in Robotics Education for Young Children

Abstract

This study conducted a systematic and thematic review on existing literature in robotics education using robotics kits (not social robots) for young children (Pre-K and kindergarten through 5th grade). This study investigated: (1) the definition of robotics education; (2) thematic patterns of key findings; and (3) theoretical and methodological traits. The results of the review present a limitation of previous research in that it has focused on robotics education only as an instrumental means to support other subjects or STEM education. This study identifies that the findings of the existing research are weighted toward outcome-focused research. Lastly, this study addresses the fact that most of the existing studies used constructivist and constructionist frameworks not only to design and implement robotics curricula but also to analyze young children's engagement in robotics education. Relying on the findings of the review, this study suggests clarifying and specifying robotics-intensified knowledge, skills, and attitudes in defining robotics education in connection to computer science education. In addition, this study concludes that research agendas need to be diversified and the diversity of research participants needs to be broadened. To do this, this study suggests employing social and cultural theoretical frameworks and critical analytical lenses by considering children's historical, cultural, social, and institutional contexts in understanding young children's engagement in robotics education.

A Validity and Reliability Study of the Turkish Robotics Attitude Scale for Middle School Students

“…In these studies, it is seen that the opinions of students about educational robotics applications have been brought to light by qualitative methods. In exploring the potential of educational robotics activities, there is a need for studies with large sample groups and valid data collection instruments (Jung & Won, 2018). In this regard, Cross et al (2016) developed the Robotics Activity Attitudes Scale (RAAS) to determine the attitudes of secondary school students towards robotics activities.…”

Computational Thinking and Down Syndrome: An Exploratory Study Using the KIBO Robot

“…Results show that people with cognitive disabilities can acquire basic programming and computational skills using tangible robots such as KIBO.Informatics 2019, 6, 25 2 of 20 using the fundamental concepts of computing" [9]. The interest in this term continues to grow, as does the number of initiatives to promote its effective introduction in schools [10][11][12][13][14].Coding, programming, and computational thinking constitute a way for people to express and share their ideas [15]. In this sense, these skills can be integrated into almost any class activity, with or without technology, as a new literacy and a new way of thinking, integrated with other parts of the curriculum.Furthermore, educational robotics is a didactic approach that can be integrated into different educational environments [16].…”

“…Informatics 2019, 6, 25 2 of 20 using the fundamental concepts of computing" [9]. The interest in this term continues to grow, as does the number of initiatives to promote its effective introduction in schools [10][11][12][13][14].…”

Desarrollo del pensamiento computacional en Educación Infantil mediante escenarios de aprendizaje con retos de programación y robótica educativa

“…En este sentido destacamos que se decidió utilizar las características educativas y pedagógicas de la robótica educativa, como medio didáctico, para el desarrollo de actividades de aprendizaje asociadas con el dominio del pensamiento computacional. Para esto se tomó como base las referencias y orientaciones que se han planteado en estudios recientes asociados al desarrollo de las nuevas alfabetizaciones, habilidades y competencias desde las primeras etapas educativas (Bers, 2018, INTEF, 2017, INTEF, 2018a, INTEF, 2018b, Jung y Won, 2018Serholt, 2018). Transformando a los estudiantes en creadores tecnológicos de sus experiencias, en lugar de consumidores pasivos, a través de métodos y enfoques de aprendizaje activos (Resnick 2006;Bers 2012).…”

“…Un punto importante sería el destacar que, existen escasas investigaciones o estudios que utilizan métodos experimentales sobre la implementación de iniciativas de aprendizaje con robótica educativa, de acuerdo con las evidencias encontradas en la literatura científica (Benitti, 2012;Toh et al, 2016). Finalmente, se destaca que esfuerzos formativos más recientes se están canalizando hacia propuestas orientadas a la formación de las nuevas alfabetizaciones, habilidades y competencias en las primeras etapas educativas, utilizando como medio o material didáctico la robótica educativa (Jung y Won, 2018;Serholt, 2018). Transformando a los estudiantes en creadores tecnológicos, en lugar de consumidores pasivos de sus experiencias (Resnick 2006;Bers 2012 (Papert, 1980;Watt y Watt, 1993 • Formular problemas de una manera que nos permita usar un ordenador y otras herramientas para ayudar a resolverlos.…”