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

Menekşe, Muhsin; Higashi, Ross; Schunn, Christian D.; Baehr, Emily

doi:10.1002/jee.20178

Cited by 63 publications

(44 citation statements)

References 63 publications

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“…Although the benefits of teamwork for engaging girls in engineering have been well documented (Busch-Vishniac & Jarosz, 2004;Cunningham & Lachapelle, 2014;Goodman et al, 2002;Menekse et al, 2017), research related to the impact of engineer role models and collaborative design goals on elementary students' engineering identities is more scarce. The present study builds on the existing literature by providing a detailed analysis of the experiences of 14 fifth-grade students, six girls and eight boys, as they moved through a 10-week, collaborative engineering design program run in partnership with engineering students from a nearby university, who served as near peer role models.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, more collaborative approaches have been found to help retain girls in male-dominated subjects, such as computer science, engineering, and physics (Weisul, 2017). There exists a large body of research that shows collaboration can be used to engage a more diverse population in engineering and to help individuals construct engineering identities (Busch-Vishniac & Jarosz, 2004;Cunningham & Lachapelle, 2014;Goodman et al, 2002;Menekse et al, 2017;Pattison et al, 2018). Teamwork provides students with opportunities to contribute in a variety of ways, thereby placing value on diversity rather than creating hierarchies with competition.…”

Section: Collaborationmentioning

confidence: 99%

“…However, most engineering programs tend to equate collaboration solely with the element of teamwork and thus continue to center project goals around competitions, such as building the strongest bridge, the tallest tower, or the fastest robot. For example, robotics competitions are becoming increasingly popular in K-12 educational programs, with over 230,000 students participating in approximately 29,000 FIRST (For Inspiration and Recognition of Science and Technology) Lego League robotics teams across 80 countries in 2015 (Menekse et al, 2017). A study conducted with 366 K-8 students involved in a FIRST Lego League found that more collaborative teams produced better robots, yet the authors did not acknowledge the fact that the league was highly competitive in that only the best robots were recognized as winners.…”

Section: Collaborationmentioning

confidence: 99%

See 2 more Smart Citations

The Importance of Collaborative Design for Narrowing the Gender Gap in Engineering: An Analysis of Engineering Identity Development in Elementary Students

McLean¹,

Nation²,

Spina³

et al. 2020

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

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Research suggests that, to narrow the gender gap in engineering, we should focus on helping young girls identify with engineering both because gendered attitudes emerge around kindergarten and because identity is more predictive than performance on persistence in the field. This qualitative study sought to understand the impact of collaborative engineering design on the development of engineering identities in elementary-school students and compared the findings across gender. We focused on three tiers of collaboration embedded into the engineering design process: peer groups, role models, and shared goals. More specifically, the elementary students worked in small teams and partnered with undergraduate engineers to help design and build dancing robots that come together for a coordinated dance performance. We used ethnographic methods, including pre-and post-program student interviews, videorecorded program sessions, and documentation of student work, to investigate elementary students' engineering identities. Three themes emerged from our analysis. First, working with peers encouraged students who were initially uninterested in engineering, the majority of whom were girls, to join the program and helped them to engage in the activities. Second, partnering with engineer role models contributed to the elementary students' developing identities as engineers: The girls were most influenced by the personal bonds they formed, while the boys were most influenced by the technical skills they learned. Third, all girls and most boys preferred the idea of working toward a shared goal over competitive projects that, as described by the students, can cause bad feelings and hurt friendships. Our work supports and extends elementary engineering literature by considering the role of multiple tiers of collaboration in identity development in girls and boys. Our results suggest that engineering design programs that foster collaboration can help more students, especially more girls, engage in and identify with engineering, thereby contributing to the narrowing of the gender gap.

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Section: Discussionmentioning

confidence: 99%

Section: Collaborationmentioning

confidence: 99%

Section: Collaborationmentioning

confidence: 99%

See 1 more Smart Citation

The Importance of Collaborative Design for Narrowing the Gender Gap in Engineering: An Analysis of Engineering Identity Development in Elementary Students

McLean¹,

Nation²,

Spina³

et al. 2020

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

View full text Add to dashboard Cite

show abstract

“…Numerous studies have suggested that group learning offers a basis for social comparison and social learning (Solomon, Croft, & Lawson, 2010), and that teamwork quality and team diversity impact the effectiveness and quality of task completion (Curşeu, Schruijer, & Boroş, 2007;Menekse, Higashi, Schunn, & Baehr, 2017;Stevenson & Starkweather, 2010). For example, one study reported that students' approaches to understanding and solving a design task are influenced by their peers (Rivera-Reyes, Lawanto, & Pate, 2016).…”

Section: Project Management In Engineering Designmentioning

confidence: 99%

Self-Regulation Strategies in an Engineering Design Project

Lawanto¹,

Febrian²,

Butler³

et al. 2019

IES

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Models of self-regulation describe how individuals engage deliberately and reflectively in goal-directed action in order to achieve valued goals. Studies have found that the consistent use of self-regulation in an academic setting is highly correlated with student achievement. Self-regulation plays a critical role in problem-solving, particularly when unraveling ill-structured problems as is required in engineering design. The primary research question: How did engineering students perceive their self-regulation activities while engaged in a design project? A total of 307 students from three higher education institutions working on their capstone engineering design projects participated in the study. The study evaluated students’ self-regulation in relation to both design and project management skills. We used a self-regulation in engineering design questionnaire (EDMQ) to assess students’ approaches to self-regulation. Quantitative data were analyzed in two parts using descriptive and inferential statistics. Findings suggested that: (1) Students focused more consistently on task interpretation than other self-regulatory strategies, particularly during design; (2) Students lacked awareness of the essential need to develop a method to assess the design deliverables; (3) Self-regulation gaps were found during early design phases, but as the design process progressed, a more balanced approach to self-regulation was apparent. Given the importance of task interpretation to successful performance, students attended to identifying tasks during both the design process and project management. However, they did not report engaging in planning, implementing, and monitoring and fix-up strategies as consistently, even when those processes were relevant and called for. Implications are drawn for research, theory, and practice.

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“…In contrast, characteristics of interactional styles within mixed gender groups strayed from social gender norms. (Schnittka & Schnittka, 2016, p. 1) The only research study exploring how students design that did not analyze verbal data was Menekse, Higashi, Schunn, and Baehr's (2017) study of "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" (p. 1).…”

Section: Research Question 3: Impact Of Engineering Design On Studentsmentioning

confidence: 99%

Research Evidence of the Impact of Engineering Design on Technology and Engineering Education Students

Daugherty¹,

Dixon²,

Merrill³

2019

JTE

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Within the technology education classroom, engineering design has been targeted as key to improving learning, enhancing interest in STEM careers, and positively impacting students. The purpose of this research review was to determine whether the research evidence bears these claims. Four scholarly journals that focus on technology and engineering education research were reviewed resulting in the identification of 25 empirical research studies from the past decade. Across all of the studies, data had been collected from a total of 6,397 technology and engineering education students to analyze: (a) how students design, (b) student learning outcomes, and (c) student interests and perceptions. Just over half of the studies used qualitative methods to explore how small samples of students engage in engineering design. Although the overall research evidence of the impact of engineering design on technology and engineering students is sparse, there are some important descriptive findings relating to how engineering design can impact student learning and how students allocate their time and access information while designing.

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

Cited by 63 publications

References 63 publications

The Importance of Collaborative Design for Narrowing the Gender Gap in Engineering: An Analysis of Engineering Identity Development in Elementary Students

The Importance of Collaborative Design for Narrowing the Gender Gap in Engineering: An Analysis of Engineering Identity Development in Elementary Students

Self-Regulation Strategies in an Engineering Design Project

Research Evidence of the Impact of Engineering Design on Technology and Engineering Education Students

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