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Robotic Toys as a Catalyst for Mathematical Problem Solving
Abstract
Robotic toys present unique opportunities for teachers of young children to integrate mathematics learning with engaging problem-solving tasks. This article describes a series of tasks using Bee-bots and Pro-bots, developed as part a larger project examining young children's use of robotic toys as tools in developing mathematical and metacognitive skills. The tasks provide motivating contexts to promote meaningful learning and engage children in multiple mathematical processes. The toys serve as catalysts, providing unique opportunities for tasks focusing on dynamic movement. The development of tasks that have multiple solutions engenders flexible thinking and encourages reflective processes. Furthermore, the nature of the toys promotes playful and sustained engagement with challenging mathematical concepts. (Contains 3 figures and 3 tables.)
... This included infants' navigation of spaces (Sumsion et al., 2018), preschool children's movement in dance episodes (Deans & Cohrssen, 2015), and gardening experiences (Vandermaas-Peeler & McClain, 2015). Other studies provided observational analysis of preschool and school children's engagement with programmable toys in structured tasks (Highfield, 2010;Palmér, 2017) and 12 months to 6-year-old children's unstructured play experiences (Franzén, 2015;Green, 2018). ...
... The use of programmable robots such as Bee Bots provided opportunities to observe children's intuitive awareness about the motion of objects. For example, preschool and school children's positional and directional language, orientation and transformation of objects (through coding specific movements of the Bee Bots) revealed their awareness of spatial ideas such as rotations, turns and slides along pathways (Bartolini Bussi & Baccaglini-Frank, 2015;Highfield, 2010;Sabena, 2018). Highfield's (2010) analysis noted preschool and school children's awareness of a range of mathematical ideas including spatial concepts (for example, capacity, angle of rotation, directionality, position on a plane and transformational geometry). ...
... For example, preschool and school children's positional and directional language, orientation and transformation of objects (through coding specific movements of the Bee Bots) revealed their awareness of spatial ideas such as rotations, turns and slides along pathways (Bartolini Bussi & Baccaglini-Frank, 2015;Highfield, 2010;Sabena, 2018). Highfield's (2010) analysis noted preschool and school children's awareness of a range of mathematical ideas including spatial concepts (for example, capacity, angle of rotation, directionality, position on a plane and transformational geometry). ...
Young children’s spatial reasoning is critical to mathematics learning from an early age. Recent reviews have drawn attention to the importance of mathematical experiences in the early years; however, an explicit focus on research in spatial reasoning can contribute to a more coherent account of the field. This paper reports a scoping review of qualitative studies ( n = 37) during the years 2009–2021. The studies analysed in this review provide insight into children’s embodied spatial concepts and non-verbal expressions such as gesture and the relationship between spatial reasoning and mathematics learning in early childhood (birth to 8 years). Four main themes were found: (i) children’s manipulation and transformation of objects, (ii) children’s bodily engagement with and within spaces, (iii) children’s representation and interpretation of spatial experiences, and (iv) contexts for spatial learning. While the review illuminates a deeper awareness and a more holistic and embodied view of children’s spatial competencies, there remains few studies focussed on children under three years of age. Future directions for ongoing research are identified.
... Research mentioned that using the robot increases interactive learning, helping children to be more involved in the learning activities. This growing research on the educational application of robotics needs a look at the direction in order to illustrate a roadmap for next studies (Chen, Quadir & Teng, 2011;Highfield, 2010). ...
... Robots have also been used to develop and improve the learning of science and technology concepts and problem solving, which is further supported by Barak qualitative analysis of observations, interviews, and reflections of students working on their projects (Barak, 2009). In addition, the study of Highfield showed that robotic games can be a catalyst for solving mathematical problems by engaging in a multifaceted approach by integrating interrelated and overlapping concepts and skills through dynamic tasks (Highfield, 2010). Using robots to improve knowledge of physical content showed a clear difference between acquired competences (Williams et al., 2007). ...
... Slangen et al., 2011 The study proved that robots could assist children to analyze, predict, manipulate, and reason. Highfield, 2010 The research revealed that children involved in mathematical processes. They showed responsiveness and perseverance. ...
... Research mentioned that using the robot increases interactive learning, helping children to be more involved in the learning activities. This growing research on the educational application of robotics needs a look at the direction in order to illustrate a roadmap for next studies (Chen, Quadir & Teng, 2011;Highfield, 2010). ...
... Robots have also been used to develop and improve the learning of science and technology concepts and problem solving, which is further supported by Barak qualitative analysis of observations, interviews, and reflections of students working on their projects (Barak, 2009). In addition, the study of Highfield showed that robotic games can be a catalyst for solving mathematical problems by engaging in a multifaceted approach by integrating interrelated and overlapping concepts and skills through dynamic tasks (Highfield, 2010). Using robots to improve knowledge of physical content showed a clear difference between acquired competences (Williams et al., 2007). ...
... Slangen et al., 2011 The study proved that robots could assist children to analyze, predict, manipulate, and reason. Highfield, 2010 The research revealed that children involved in mathematical processes. They showed responsiveness and perseverance. ...
STEM ugdymas, labiau žinomas kaip STEAM, yra integralus kelias disciplinas jungiantis ugdymas. STEM ugdymas – tai mokymas, sujungiantis technologijas, inžineriją, matematiką bei meną ir kūrybą į vieną visumą. Meno ir kūrybos integravimas praplečia STEM ugdymo sampratą ir pritaikymo ribas. Viena iš problemų mokymo procese yra ta, kad tradiciniai mokymo/si metodai daugeliui vaikų yra neįdomūs, tačiau mokytojai vis dar neskiria pakankamai dėmesio inovatyviems IT technologijomis pagrįstiems mokymo metodams. Šis straipsnis atskleidžia, kaip integruoti vaikus į ugdymo procesą panaudojant roboto technologiją Straipsnio tikslas pristatyti ugdymo priemonę – robotą, kuris padėtų pradinių klasių mokytojams išmokyti vaikus pažinti spalvas, ugdyti/s STEM skaitmeninę ir kūrybinę kompetencijas. Roboto technologijos panaudojimas gali būti naudojamas pamokose, kada vaikai mokomi pasirinkti vieną iš siūlomų sąvokos alternatyvų (aplinkos pažinimo pamokose, matematikos pamokose ir t.t.). Straipsnio pradžioje pristatomi keli tyrimai, kurie pagrindžia robotų technologijos sąsajas su ugdymu, įskaitant robotų naudojimą mokyklose ugdant mokinių kompetencijas. Ankstesni tyrimai rodo, kad robotai atlieka svarbų vaidmenį ugdant mokinių tiriamąsias, matematines ir skaitmenines kompetencijas, lavinant tokius įgūdžius kaip kalbos ir bendravimo. Nagrinėjamos mokslinės literatūros apžvalgoje ypatingas dėmesys skiriamas aktualiems su robotų technologijos įtraukimu į ugdymo procesą susijusiems klausimams, pvz., pateikiama keletas tyrimų, kuriuose aptariamas ugdymo proceso dalyvių vertinimas apie robotų įtraukimą į ugdymą. Tyrimai rodo, kad tėvai robotų įtraukimą į ugdymą laiko naudinga metodine priemone. Be to, kas yra svarbu - vaikai robotams priskiria/suteikia emocines, pažinimo, elgesio savybes. Tačiau kai kurie tėvai mano, kad robotai sukelia atstūmimo ir diskomforto jausmą. Šiame straipsnyje pristatomas robotas, skirtas pradinių klasių mokiniams, aptariamas roboto dizainas ir roboto integravimas į ugdymo procesą. Darbas su robotu vaikams yra įdomesnis nei įprasti mokymo metodai ir modernesnis nei paprastas kompiuterio naudojimas. Naujasis robotas skirtas kai kurioms STE(A)M kompetencijoms įgyti. Tyrimo metu pavyko sukurti roboto grandinę ir sukurti kodą, valdantį žaidimo eigą. Straipsnis pristato bandymą integruoti roboto technologiją kaip žaidimą ugdant skaitmeninės kompetencijos, kūrybiškumo, reflektyvaus ir savarankiško mąstymo, problemų sprendimo, bendravimo ir mokymosi kompetencijas
... The robot is programmed by pressing the buttons on its back. Research has provided evidence of the programmable robot's efficiency in promoting learning skills and cognitive abilities in young children (Highfield, 2010;Urlings et al., 2019). A recent study (Angeli & Valanides, 2020) examined the effects of learning with the Bee-Bot robot on fifty 5-to 6-year-old boys' and girls' computational thinking within the context of two scaffolding techniques. ...
... With respect to prior research conducted in the field of educational robotics, the majority of studies have focused on children's experiences and used qualitative measures, such as observation and interviews with children and teachers (Benitti, 2012). In addition, educational robotics were found to be effective in promoting domain-general abilities, such as problem-solving, metacognitive skills and sequencing ability (Bers et al., 2014;Highfield, 2010;Kazakoff et al., 2013). Research on educational robotics implementation with young children is still in its infancy. ...
... The findings indicated that the group participating in the programmable robot-based intervention performed better post-intervention on spatial relations and mental rotation tasks than did the other two groups. These findings are in partial accordance with the research hypothesis and with the expected effect of the unique contribution of programmable robot-based intervention on improving spatial ability skills (Highfield, 2010;Juli a & Antol ı, 2016). ...
Spatial language and ability play important roles in children’s cognitive development. Spatial ability in kindergarten predicts achievement in reading, math, science, and technology in primary school and therefore constitutes an important skill set in preparation for school entrance. Good spatial thinking skills are required for learning in school. The study’s purpose was to examine the contribution of robot programming to an intervention aimed at promoting spatial language (spatial vocabulary) and spatial ability (mental rotation, visual-spatial memory) among preschool children at risk for Specific learning disability (SLD). The sample of 84 preschool children participating in the study was randomly assigned to three groups: (1) intervention group with robot programming, (2) intervention group without robot programming, and (3) a control group. The findings indicate that children exposed to the robot-based intervention exhibited the greatest improvement in spatial vocabulary and mental rotation tests when compared to the children who participated in either the intervention without robot programming or in the control group. No significant differences between the groups were found in post-intervention visual-spatial memory. The findings indicate that robot programming activity contributes unique added value in attempts to foster spatial vocabulary and mental rotation.
... Robotics, or the substitution of humans in the workforce by robots, is not a new concept, but modern innovation has dramatically expanded the possibilities of these robots. Machines in companies, for example, produce automobiles incessantly, accurately, and rapidly, and these automobiles are becoming capable of driving themselves, posing serious ethical issues (Highfield, 2010). Artificial intelligence (AI) enables these robots to do complex things with minimal or no oversight. ...
... Other types of robots used in the research include robotic toys shaped like bees and automobiles and the Bee-bots and Pro-bots. Early research indicates that the usage of such robotic toys might serve as a stimulus for finding solutions to numerical problems (Highfield, 2010). Students could learn a new language quickly and realistically using Dragon-Bots, squash, a fluffy, and a stretch robot (Westlund et al., 2017). ...
With the advancement of robot intelligence, more emphasis is devoted to educational-support inventions that help teach. One robot, for instance, helps children with their schoolwork while another one assists kids in improving their English skills. The majority of studies have been on robot performance and the effects it has. Prior literature has shown that a civilization whereby robots and humans learn alongside will become a reality soon. Students will be in households where they should study alongside several unnamed robots if a world where robots and humans train together is established. While robotic systems provide new learning services, they also pose several difficulties. As a result, moral standards for the appropriate deployment of such robots are required. It is critical to consider many stakeholder viewpoints while establishing such recommendations. Contemporary research on such viewpoints, on the other hand, mainly relies on particular stakeholders. It is worth noting that stakeholders' viewpoints, such as instructors, are critical for future advancements in the sector. As a result, a system in which third parties may command robots to give suitable teaching accompaniment to learners is required. This investigation explores and analyses the opinions of numerous stakeholders of elementary schools on the employment of robots in the teaching and training of learners, which employs a unique questionnaire that addresses several elements of challenges that the new technology is likely to pose. Additionally, the study divides the stakeholders into groups based on similar mindsets and investigates whether socio-demographic variables impact those attitude patterns. This work offers a method for teachers to command robots to give practical training support to students, who can understand their learning circumstances while studying together with the robots.
... However, for K12 education, the cultivation of CT is an urgent issue that needs to be addressed worldwide (Lindberg et al., 2019). Unplugged programming makes computer science more accessible to those unable to or who do not prefer to work on computers to learn programming and CT skills, without removing instructional effectiveness (Highfield, 2010). Unplugged programming can also reduce learning difficulties for students, make the learning experience more delightful, and help students change their attitudes toward computer science in a positive way (Lambert & Guiffre, 2009). ...
... Unplugged programming is an easy-to-use and adaptable introduction programming method, which does not require computer equipment (Kotsopoulos et al., 2017). It can support the development of students' CT and help them learn computer science concepts (Highfield, 2010). For example, Saxena et al. (2019) conducted unplugged programming activities taking daily events in a kindergarten, which improved the sorting ability of students and prepared them for their further programming study. ...
Different instructional strategies have been drawn to assist elementary school students in improving computational thinking (CT) skills and student engagement (SE) in unplugged programming activities. This paper aimed to explore how the interactive strategies of unplugged programming affect CT skills and SE. The study was conducted based on a quasi-experimental research method. The sample was composed of 104 sixth-grade students from northern China. The students in the experimental group learned with interactive unplugged programming, whereas those in the control group learned with non-interactive unplugged programming. Analysis of Covariance statistics and Partial Least Squares Structural Equation Modeling were adopted for data analysis. Results showed that the performance of the experimental group in CT skills and SE was considerably better than that of the control group. Moreover, the predictive relationships were more complex between CT skills and SE in the experimental group. In general, these findings confirmed the teaching value of interactive unplugged programming, and further emphasized the important role of students' CT skills in programming engagement. Therefore, through the application of interaction in instruction design, each student can be assigned a positive role to create a programming classroom that is more conducive to students.
... Öğrencilerin öğrenme kapasitesini arttırması yanında robotik ve kodlama eğitimi, günümüzde öğrencilerin öğrenme becerilerini geliştiren bir öğretme aracı olarak görülmektedir. Alanyazında robotik ve kodlama eğitiminin öğrencilerin problem çözme ve işbirlikli öğrenme düzeylerini gelişmesine katkı sağladığı, bilime karşı motivasyonlarını arttırdığı ve aktif öğrenen olmaları konularında motive ettiği ifade edilmektedir (Nourbakhsh vd., 2005;Resnick ve Silverman, 2005;Chen, Quadir ve Teng, 2011;Highfield, 2010;Wei vd., 2011). Fakat alanyazında çalışmaların robotik ve kodlama eğitiminin öğrencilere olan katkılarını anlamaya yoğunlaştığı görülmektedir (Strawhacker ve Bers, 2015;Çam, 2019;Sade, 2020;Abueita vd., 2022;Çam ve Kıyıcı, 2022). ...
... Furthermore, the act of programming such robots and instruction in this technical domain, which is referred to as robotics and coding education, is seen as a teaching method that improves the 21st-century skills of students today. In the literature, it is stated that robotics and coding education contributes to the development of students' problemsolving and cooperative learning levels, increases their motivation towards science learning and motivates them to be active learners (Nourbakhsh et al., 2005;Resnick & Silverman, 2005;Chen, Quadir & Teng, 2011;Highfield, 2010;Wei et al., 2011). A glance at the literature reveals that studies in this domain mostly focus on understanding the contributions of robotics and coding education to students (Strawhacker & Bers, 2015;Çam, 2019;Sade, 2020;Abueita et al., 2022;Çam & Kıyıcı, 2022). ...
Bu araştırmada, ortaokul öğrencilerinin robotik ve kodlama eğitimi başarısı üzerinde işbirlikli öğrenme tutumu, problem çözme beceri algısı ve kişilik özelliklerinin etkisinin incelenmesi amaçlanmaktadır. Nicel araştırma yöntemlerinden nedensel-karşılaştırma yöntemi ile çözümlenen araştırmada çalışma grubunu, Marmara, Trakya, Akdeniz ve İç Anadolu bölgelerinde faaliyet gösteren dört özel okulda öğrenim gören ve robotik ve kodlama eğitimi almış 283 ortaokul öğrencisi oluşturmaktadır. Kolay ulaşılabilir örnekleme yöntemi (convenience sampling) ile belirlenen katılımcı verileri Google Formsaracılığı ile çevrimiçi olarak toplanmıştır. Verilerin analiz sürecinde betimsel istatistikler ve bağımsızörneklem t-testi analizinden yararlanılmıştır. Bulgular incelendiğinde Robotik ve kodlama eğitiminden yüksek düzeyde başarı sağlayan ortaokul öğrencilerinin işbirlikli öğrenmeye yönelik tutum düzeylerinin, diğer öğrencilere göre daha yüksek olduğu görülmüştür. Benzer şekilde Robotik ve kodlama eğitiminden yüksek düzeyde başarılı olan ortaokul öğrencilerinin problem çözme beceri algılarının da diğer öğrencilere göre daha yüksek olduğu tespit edilmiştir. Son olarak, Robotik ve kodlama eğitiminden yüksek düzeyde başarılı olan öğrencilerin dışadönüklüğü yüksek ve nörotizm seviyesi düşük kişilik tipinde olduğu tespit edilmiştir. Bulgular sonucunda öğrencilerin işbirlikli öğrenmeye yönelik tutum ve problem çözme becerisi algı seviyelerinin artmasının, robotik ve kodlama eğitimi başarının da artmasına neden olabileceği söylenebilir. Ayrıca robotik ve kodlama eğitiminden yüksek düzeyde başarı sağlamada ortaokul öğrencilerinin kişilik tipleri açısından dışadönüklük ve Nörotizm düzeylerinin rolü olduğu söylenebilir. Çalışmada elde edilen sonuçlar, alanyazın doğrultusunda konuyla ile ilgili çalışmalarla da karşılaştırılmış ve önerilerde bulunulmuştur.
... Öğrencilerin öğrenme kapasitesini arttırması yanında robotik ve kodlama eğitimi, günümüzde öğrencilerin öğrenme becerilerini geliştiren bir öğretme aracı olarak görülmektedir. Alanyazında robotik ve kodlama eğitiminin öğrencilerin problem çözme ve işbirlikli öğrenme düzeylerini gelişmesine katkı sağladığı, bilime karşı motivasyonlarını arttırdığı ve aktif öğrenen olmaları konularında motive ettiği ifade edilmektedir (Nourbakhsh vd., 2005;Resnick ve Silverman, 2005;Chen, Quadir ve Teng, 2011;Highfield, 2010;Wei vd., 2011). Fakat alanyazında çalışmaların robotik ve kodlama eğitiminin öğrencilere olan katkılarını anlamaya yoğunlaştığı görülmektedir (Strawhacker ve Bers, 2015;Çam, 2019;Sade, 2020;Abueita vd., 2022;Çam ve Kıyıcı, 2022). ...
... Furthermore, the act of programming such robots and instruction in this technical domain, which is referred to as robotics and coding education, is seen as a teaching method that improves the 21st-century skills of students today. In the literature, it is stated that robotics and coding education contributes to the development of students' problemsolving and cooperative learning levels, increases their motivation towards science learning and motivates them to be active learners (Nourbakhsh et al., 2005;Resnick & Silverman, 2005;Chen, Quadir & Teng, 2011;Highfield, 2010;Wei et al., 2011). A glance at the literature reveals that studies in this domain mostly focus on understanding the contributions of robotics and coding education to students (Strawhacker & Bers, 2015;Çam, 2019;Sade, 2020;Abueita et al., 2022;Çam & Kıyıcı, 2022). ...
Bu araştırmada, ortaokul öğrencilerinin robotik ve kodlama eğitimi başarısı üzerinde işbirlikli öğrenme tutumu, problem çözme beceri algısı ve kişilik özelliklerinin etkisinin incelenmesi amaçlanmaktadır. Nicel araştırma yöntemlerinden nedensel-karşılaştırma yöntemi ile çözümlenen araştırmada çalışma grubunu, Marmara, Trakya, Akdeniz ve İç Anadolu bölgelerinde faaliyet gösteren dört özel okulda öğrenim gören ve robotik ve kodlama eğitimi almış 283 ortaokul öğrencisi oluşturmaktadır. Kolay ulaşılabilir örnekleme yöntemi (convenience sampling) ile belirlenen katılımcı verileri Google Forms aracılığı ile çevrimiçi olarak toplanmıştır. Verilerin analiz sürecinde betimsel istatistikler ve bağımsız örneklem t-testi analizinden yararlanılmıştır. Bulgular incelendiğinde Robotik ve kodlama eğitiminden yüksek düzeyde başarı sağlayan ortaokul öğrencilerinin işbirlikli öğrenmeye yönelik tutum düzeylerinin, diğer öğrencilere göre daha yüksek olduğu görülmüştür. Benzer şekilde Robotik ve kodlama eğitiminden yüksek düzeyde başarılı olan ortaokul öğrencilerinin problem çözme beceri algılarının da diğer öğrencilere göre daha yüksek olduğu tespit edilmiştir. Son olarak, Robotik ve kodlama eğitiminden yüksek düzeyde başarılı olan öğrencilerin dışadönüklüğü yüksek ve nörotizm seviyesi düşük kişilik tipinde olduğu tespit edilmiştir. Bulgular sonucunda öğrencilerin işbirlikli öğrenmeye yönelik tutum ve problem çözme becerisi algı seviyelerinin artmasının, robotik ve kodlama eğitimi başarının da artmasına neden olabileceği söylenebilir. Ayrıca robotik ve kodlama eğitiminden yüksek düzeyde başarı sağlamada ortaokul öğrencilerinin kişilik tipleri açısından dışadönüklük ve Nörotizm düzeylerinin rolü olduğu söylenebilir. Çalışmada elde edilen sonuçlar, alanyazın doğrultusunda konuyla ile ilgili çalışmalarla da karşılaştırılmış ve önerilerde bulunulmuştur.
... Neste projeto utilizamos kits de robôs Bee Bot, um dispositivo tecnológico cuja programação é realizada utilizando botões físicos da própria interface (Diago, Arnau & González-Calero, 2018). Os robôs apresentam oportunidades únicas para professores promoverem a integração da aprendizagem da matemática com tarefas envolventes de resolução de problemas (Highfield, 2010). Podem ser usados para ajudar as crianças a compreender o que são algoritmos e de que forma podem ser criados e utilizados em programas simples. ...
... Cada uma das tarefas forneceu oportunidades para as crianças programarem e observarem o robô Bee Bot refletindo sobre o movimento do brinquedo (Highfield, 2010). Os painéis utilizados em conjunto com os robôs para a concretização deste projeto, foram criados pelos próprios alunos em colaboração com a professora titular. ...
With the introduction of Robotics in the educational environment we intend that students are able to: (1) think critically; (2) imagine several solutions for solving the same problem; (3) select and plan the implementation of the chosen solution; (4) build and test the results, presenting them if the solution works or reformulating them, because if a robot did not perform as expected, the student can adjust or program it by redoing the entire process. The integration, in the learning environments, of kits composed of parts, motors, sensors, controlled by software on mobile devices allows to program the operation of the models used in thematic panels in articulation with the different areas of knowledge (Mathematics and Plastic Arts). With this approach we achieve deeper learning of technology, providing moments for the student to learn by doing, by himself, in a tactile way, in the relationship he establishes when relating his ideas to the artifacts and can visualize immediate results.
... Researchers in the DevTech group at Tufts University and the Lifelong Kindergarten Group at the Massachusetts Institute of Technology (MIT) designed a programming language called ScratchJr for use by children 4-7 years of age (Flannery et al., 2013;Reilly, 2013). Also, it is shown in studies that unplugged applications are also effective in computational thinking education (Highfield, 2010;Highfield & Mulligan, 2008). Although in these studies it is proven that preschool children can learn the basic concepts of computer programming such as sequences, loops, and conditional expressions, it is recommended in the literature that beginning instruction with unplugged applications in early childhood may provide more concrete programming experiences for children who already have access and/or familiarity with computers (Campbell & Walsh, 2017). ...
... In the literature, it is stated that while dealing with computer programming and problem-solving, the use of ScratchJr improves children's experiences related to storytelling, numerical and spatial reasoning, creative thinking, and self-expression (Flannery et al., 2013). At the same time, it is shown in other studies that the use of robotic toys such as Bee-Bot allows children to explore their interactions with tools in the context of content area subjects such as mathematics, science, literacy, and engineering (Highfield, 2010;Highfield & Mulligan, 2008) as well as introduce children to computer programming (Misirli & Komis, 2014;Selby, 2012). It is concluded that unplugged applications are more powerful in teaching computational thinking and programming skills in early childhood education since they are better for providing concrete experiences. ...
This research was aimed at summarizing experimental evidence regarding computational thinking and programming conducted in early childhood education in terms of the variables of plugged-in versus unplugged, age, and gender. For this purpose, the WoS, Scopus, and Eric databases were scanned, and studies determined to be within the scope of the systematic scanning criteria were selected for review. In the current study findings, it was shown that age was an important factor in learning computational thinking in early childhood. In addition, it was found that girls and boys performed similarly in programming and computational thinking. Finally, although there was concrete evidence that both plugged-in and unplugged applications improved children's computational thinking skills, it appeared that unplugged applications were one step ahead, considering the power of having concrete experiences.
... Increased engagement might in turn lead to attending more often, more time on task and more enthusiasm for learning overall. Robotics-involved scholars are more likely to feel positively about schools and learning, studies indicate [21]. Most of the robotics projects lie in group works, and it helps develop the skills of the students in terms of teamwork, communication, and project management [22,23]. ...
Researchers in education often struggle with multi-group designs,
especially when testing theory-driven hypotheses. This study introduces Planned Contrast Analysis (PCA) as a precise and underused statistical tool that surpasses ANOVA and post-hoc tests. Using JASP, an open-source software. We show how PCA works with a robotics education study with three instructional approaches: rubrics-based instruction with explanations, rubrics without explanations, and traditional instruction. The study had 96 Jerusalem middle school students. Our results show that PCA gives more detail than ANOVA and post-hoc tests and that rubrics-based instruction with explanations outperforms the other methods in both robotics skills and academic self-regulation. This paper contributes to education research by providing a step-by-step methodology for PCA and a clearer understanding of the impact of educational interventions.
... With early CT being entangled with programming and mathematics, numerous empirical studies have also been conducted in this field (e.g., [18], [19], [20], [21], [22], [23]). For instance, [21] observed that children's existing mathematical knowledge (e.g., spatial reasoning, number operation, measurement) could either help or impede their enactment of CT practices when programming the robot to move. ...
... Similarly, [13] investigate the use of robotic toys as catalysts for mathematical problem-solving in young children. Their findings suggest that robotics can provide engaging and interactive experiences that encourage exploration, experimentation, and development of key mathematical concepts, including measurement, spatial reasoning, and problem-solving strategies. ...
... Numerous research have been conducted regarding the impact of robots on students' cognitive, linguistic, social, and moral development (Kozima & Nakagawa, 2007;Wei et al., 2011;Shimada et al., 2012;Kahn Jr et al., 2012). Robots promote interactive learning and involve students in learning more, according to other studies (Highfield, 2010;Chen et al., 2011;Benitti, 2012). The challenges researchers face regarding the use of robots in education are complex. ...
This research describes students' scientific literacy, motivation to learn science, and science teachers' responses after participating in the "Robotic Experiment." The research uses experimental methods, which include interactive lectures, demonstrations, simulations, question and answer, animations, and robot assembly. Research data was obtained using questionnaires and interviews with 100 students and 25 science teachers from SMP N 6 Seluma, SMP N 2 Bengkulu, SMP N 8 Rejang Lebong, SMP N 2 Kepahiyang, and SMP N 4 Rejang Lebong. The school prepared a simple electronics/robot laboratory for the five research subjects in this research activity. Robotics experiments can motivate students at junior high schools in Bengkulu to learn science, increase students' scientific literacy, and science teachers' responses to the experiment, each with a score of 4.02 (motivated category), 3.99 (good category), and 3.98 (good response category). The school aims to pursue this robotics experiment further in the future to stimulate students' curiosity about science learning inside and outside the classroom.
... On the other hand, Saleiro et al. (2013) indicated in their study that robot systems which do not require additional software installation (based on PIC microcontroller, Arduino, or Raspberry Pi and programmed with Blockly) were successfully used even by 3rd and 4th-grade students. Moreover, the use of robotics in education has been found effective in increasing students' willingness to collaborate with each other and in enhancing their desire and motivation for learning activities, as evidenced in various studies (Arís & Orcos, 2019;Atmatzidou & Demetriadis, 2016;Bargagna et al., 2019;Benitti, 2012;Erol et al., 2023;Gupta et al., 2012;Highfield, 2010;Jdeed et al., 2020;Kucuk & Sisman, 2017;Ouyang & Xu, 2024;Ribeiro et al., 2008;Rubio et al., 2013;Sáez López et al., 2020;Stewart et al., 2021;Wei et al., 2011). ...
This study examines the impact of educational robotics applications in Information Technologies and Software courses on the motivation, attitude towards robotics, and academic achievement of 6th-grade secondary school students. The research employed pre-experimental method encompassing 112 students. Students got training in robotics using the Arduino education kit over the course of eight weeks consisted of programming and electronic concepts. Findings indicate that while students' motivation levels were moderate both before and after the implementation, there was a relative decrease in course motivation scores after the implementation. Students exhibited positive attitudes towards robotics and achieved a good level of success. Additionally, a significant effect of motivation on attitudes towards robotics was observed. Gender was found to have no effects on motivation, attitude, or achievement. It was determined that students held positive attitudes towards robotics and developed favorable views of their robotics skills. The implications are discussed in terms of theoretical insights, practices and directions for further research.
... Educational robotics is also seen as a catalyst for mathematical problem-solving in early years education [Highfield 2010], a tool to enhance student satisfaction and selfefficacy [Liu et al. 2010], and an approach designed around teaching principles and learning outcomes [Riedo et al. 2012]. Notably, [Toh et al. 2016] and [Eguchi 2016] underscore its role in promoting cognitive, affective and psychomotor development, and 21stcentury skills, including creativity, critical thinking, collaboration, and communication. ...
This paper presents a systematic mapping study on the application of educational robotics in non-formal educational settings such as science clubs, museums, libraries, extracurricular activities, and non-governmental organizations (NGOs). The aim of this study is to explore the potential and challenges of educational robotics in these settings, specifically in relation to teaching and learning in Science, Technology, Engineering, Arts, and Mathematics (STEAM) domains. A methodological approach was employed, involving the selection of papers based on specific inclusion and exclusion criteria. Our findings indicate that educational robotics not only fosters computational thinking, problemsolving, creativity, and collaborative skills but also enhances student motivation and self-efficacy. Furthermore, we identify various challenges associated with the implementation of educational robotics in non-formal settings. These insights may serve as a foundation for future research and pedagogical practices in the field.
... Educational robotics is also seen as a catalyst for mathematical problem-solving in early years education [Highfield 2010], a tool to enhance student satisfaction and selfefficacy [Liu et al. 2010], and an approach designed around teaching principles and learning outcomes [Riedo et al. 2012]. Notably, [Toh et al. 2016] and [Eguchi 2016] underscore its role in promoting cognitive, affective and psychomotor development, and 21stcentury skills, including creativity, critical thinking, collaboration, and communication. ...
This paper presents a systematic mapping study on the application of educational robotics in non-formal educational settings such as science clubs, museums, libraries, extracurricular activities, and non-governmental organizations (NGOs). The aim of this study is to explore the potential and challenges of educational robotics in these settings, specifically in relation to teaching and learning in Science, Technology, Engineering, Arts, and Mathematics (STEAM) domains. A methodological approach was employed, involving the selection of papers based on specific inclusion and exclusion criteria. Our findings indicate that educational robotics not only fosters computational thinking, problem-solving, creativity, and collaborative skills but also enhances student motivation and self-efficacy. Furthermore, we identify various challenges associated with the implementation of educational robotics in non-formal settings. These insights may serve as a foundation for future research and pedagogical practices in the field.
... The use of robots is often motivated by the fact that programming is difficult to learn (Misirli & Komis, 2014;Sáez-Lopéz et al., 2016) where especially syntax and the logic required to formulate a solution to a specific problem is difficult for beginners (Robins et al., 2003). Also, the concrete and sometimes playful context is considered to be motivating and thus able to support students' learning (Highfield, 2010;Komm et al., 2020;Newhouse et al., 2017). In addition to programming skills and learning specific programming concepts, programmable robots are suggested to support students' social and generic skills such as collaboration competencies and logical thinking (Bers & Horn, 2010). ...
During a relatively short period of time, programming has been implemented in the national curriculum of the compulsory school in Sweden. Since 2018, programming is a new content in the technology subject and the research field has discussed some of the challenges teachers and students, who generally have little experiences of programming, face when programming is introduced in teaching. In this study, we have explored what strategies lower secondary school students (ages 13–15) use when they are programming a robot to follow a curved line in technology education class. Data consists of screen recorded films when students are pair programming a robot. Student talks were transcribed verbatim and analysed using Practical Epistemological Analysis. The analysis revealed three different strategies that the students used when programming the robot: (1) sensor—follow the line, searching for a code that automatically would make the robot to follow the route, (2) sensor—wheels, using codes to create a feedback system between sensor and wheels, and (3) rotations—degrees–wheels, using the position of the robot to stepwise fine tune the movement of the wheels. In line with previous research, the students in our study spent much time discussing, testing, and debugging their code, and our findings contribute by showing how these discussions were aligned with the strategy used. Depending on the strategy, students actively looked for and tested codes affecting different aspects of the sensor-wheel system, such as for example sensor input, power, rotations or turning. Implications for teaching is discussed.
... Δεν αποκτοφν γνϊςεισ που ςχετίηονται μόνο με τθν τεχνολογία και τθ μθχανικι αλλά αποκτοφν βαςικζσ ζννοιεσ μακθματικϊν, γραμματιςμοφ και τεχνϊν, ενϊ αναπτφςςουν βαςικζσ ικανότθτεσ κριτικισ ςκζψθσ και επίλυςθσ προβλθμάτων (García-Peñalvo et al.,2016). Η χριςθ του ρομπότ ουςιαςτικά ςυμβάλλει ςτθν ενίςχυςθ τθσ ανάπτυξθσ τθσ μακθματικισ ςκζψθσ των μικρϊν παιδιϊν και μπορεί να ζχει κετικό αντίκτυπο ςτισ μεταςχθματιςτικζσ διαδικαςίεσ ςτθ ςθμειωτικι επεξεργαςία και ςτισ μεταγνωςτικζσ δεξιότθτεσ (Highfield, 2010). Επιπλζον, καλφπτει διαφορετικζσ επικοινωνιακζσ ανάγκεσ διατθρϊντασ παράλλθλα τισ αρχζσ τθσ ολιςτικισ ανάπτυξθσ και μάκθςθσ. ...
Η προσχολική εκπαίδευση εξελίσσεται, εκσυγχρονίζεται και επικαιροποιείται προκειμένου να είναι σε θέση να προσφέρει στους μικρούς μαθητές την ευκαιρία να αναπτύξουν τις απαραίτητες ικανότητες και δεξιότητες, που αποτελούν βασικά εφόδια του σύγχρονου πολίτη του 21ου αιώνα. Η είσοδος της τεχνολογίας προάγει τη διερευνητική μάθηση, ενώ μέσω του παιγνιώδους χαρακτήρα της βοηθά τα παιδιά να αλληλεπιδρούν κοινωνικά, σε ένα πλαίσιο που κάθε δράση αποκτά νόημα και ποιότητα. Επίκεντρο της μαθησιακής διαδικασίας είναι το παιδί, που μεγαλώνοντας μέσα σε ένα ψηφιακό κόσμο, είναι εξοικειωμένο με τη χρήση της και την απολαμβάνει. Το ρομπότ μελισσάκι έχει μεγάλη απήχηση μέσα στη σχολική τάξη, καθώς αποτελεί καινοτόμο εργαλείο μάθησης, είναι εύκολο στη χρήση, πολύ προσιτό ως εικόνα και ενδείκνυται για χρήση σε ποικίλες δραστηριότητες. Παρέχει ερεθίσματα για εμπλοκή και ενεργό συμμετοχή των παιδιών ενώ παράλληλα ενισχύει την εξοικείωση τους με τα ψηφιακά περιβάλλοντα. Επιπλέον, καλύπτει διαφορετικές επικοινωνιακές ανάγκες, αναπτύσσει την κριτική σκέψη και στάση, διατηρώντας παράλληλα τις αρχές της ολιστικής ανάπτυξης και μάθησης. Σε ένα τόσο ενδιαφέρον και γνωστικά προκλητικό περιβάλλον, όπως είναι το νηπιαγωγείο, αυξάνεται το ενδιαφέρον των παιδιών για συμμετοχή, γίνεται κατανοητή η αναγκαιότητα της τεχνολογίας και ενισχύεται η καλλιέργεια δεξιοτήτων ψηφιακού γραμματισμού με σημαντικά οφέλη, τόσο σε σχέση με τη σχολική πορεία, όσο και στην ενήλικη ζωή.
... In addition, the benefits of early CT on non-cognitive learning outcomes have also been identified, involving social collaboration, communication, and self-expression skills (Resnick, 2006;Roussou & Rangoussi, 2019). It has also been demonstrated that children as young as 3 can acquire CT skills such as sequences and debugging (García-Valcárcel-Muñoz-Repiso & Caballero-González, 2019), as well as working with computer elements such as loops through interacting with robotics (Highfield, 2010). A wide range of age-appropriate tools have been developed by educators to facilitate children to begin CT learning at a young age; these include programming languages, educational robotics, and various unplugged activities (Hamilton et al., 2020;Yu & Roque, 2019). ...
Computational thinking (CT) has been regarded as an essential skill set that students should acquire from their early years of life. As a thinking practice applicable to problem-solving processes, it has been argued that CT can be demonstrated and incorporated into other disciplines. While most studies have focused on CT integration with science, technology, engineering, and mathematics (STEM), this article extends to the STEAM (science, technology, engineering, the arts, and mathematics) perspective with an emphasis on the role of the arts in early CT learning. After selecting nine representative studies in this area, we conducted an in-depth examination around three themes. First, we synthesized the definition and features of early CT in the selected literature. Second, we drew attention to how CT facilitates STEM learning for young children. Next, based on examining the third theme regarding arts integration with early CT, we identified future directions for researching CT in early childhood STEAM education. The investigation aims to inspire future scholarly efforts to provide powerful learning opportunities for young children by integrating early CT into interdisciplinary STEAM domains.
... Furthermore, it may provide students theopportunity to engage in constructivist learning experiences also establishing a learning environment in which they can interact with real-world problems and their surroundings (Alimisis, 2013). The use of robots in education provides students a cooperative learning environment and increases their motivation (Highfield, 2010;Wei, et. Al., 2011), and may improve their technological literacy (Bers et al., 2002;Alimisis, 2013) and 21st-century skills (Talaiver & Bowen, 2010;Williams & Prejean, 2010). ...
The purpose of this study is to determine the general trend of research in the field of educational robotics through bibliometric analysis. 1382 papers indexed in the WOS database between 1975-2021 were subjected to bibliometric analyses. The data of the study were analyzed using VOSviwer and SciMAT. At the end of the study, it has been concluded that in the field of educational robotics the most productive country was the USA, the most influential journal was Computers and Education, the most influential author was Bers, M.U., and the most influential institution was Tufts University. It has been also concluded that computational thinking, STEM, coding, programming, social robots, and communication themes have become a trend in the field of educational robotics in recent years.
... En relación con la segunda hipótesis formulada (H2) correspondiente a mejorar las calificaciones hacia las ciencias y matemáticas por medio de la propuesta de trabajo STEM, se reconocen la metodología trabajada propicia un cambio positivo mayor en ciencias sobre matemáticas orientando el desarrollo del pensamiento crítico, creativo y científico durante las actividades trabajadas. Estos resultados concuerdan con los observados en Highfield (2010), cuando se plantearon tareas basadas en el uso de robots en el aula a estudiantes de Educación Primaria, trabajando la programación de sus movimientos, medir longitudes, ángulos de giro, posición de dirección en un plano y calcular matemáticamente dimensiones, superficies, distancias recorridas y variaciones en velocidades de esta forma vemos que la diferencia en las clasificación en ciencias descendió luego de la intervención 0,2 puntos p = ,0236 y TE = ,159 versus matemática que disminuyo 0,7 puntos de diferencia p = ,028 y TE = ,427, sin embargo no representan una diferencia significativa al desarrollar la comparación. A su vez, Tena y Couso, (2023) destacan en el diseño de una secuencia didáctica, la efectividad de los programas de intervención, así como la relación necesaria en criterios de calidad al momento de selección de propuestas, las cuales se vinculan con lo expuesto y lo trabajado en esta investigación (validez, utilidad y confiabilidad) y los resultados descritos anteriormente (punto 6). ...
Se presenta una investigación asociada a la implementación de un proyecto interdisciplinario, con enfoque STEM, aplicado en un centro educativo de Educación Primaria en un contexto vulnerable. El trabajo con los estudiantes se realizó según una metodología de indagación y resolución de problemas. Se sigue un diseño cuasi-experimental, utilizando como variables dependientes la actividad de ciencias y matemáticas, analizadas pre-intervención y post-intervención. El grupo experimental estuvo formado por 15 alumnos de 3º ciclo, formando el grupo de control a partir de un proceso de emparejamiento con el resto de alumnos del centro.Las conclusiones indican que la implementación del programa STEM genera mejores resultados en actividades de ciencias (p=.004 TE= 1.254) que en matemáticas (p=.574 TE=, 382) en las herramientas tecnológicas utilizadas, en el tiempo de trabajo y en el proceso de conexión entre disciplinas en STEM refuerza el trabajo realizado. Finalmente, la investigación implica que existe la necesidad de aumentar la comprensión de las interrelaciones entre los aspectos STEM y la necesidad de desarrollar modelos de aprendizaje basados en STEM para apoyar la aplicación de STEM en el aprendizaje.
... Furthermore, robots were used to develop learning of science concepts, technology and problem-solving [12]. Robots have also been used as a catalyst for solving mathematical problems [8], while in another study they were used to improve physics content knowledge [17]. ...
This work presents a robot called Conceptual Robotic Cube, CR-Cube. The robot can be used as an educational tool for children from the age of three. It has a cube shape attached with a camera colours sensor. In addition, it contains four wheels to move smoothly. The researchers prepared a questionnaire to measure the efficiency of the robot. The design and the questionnaire was presented to 11 experts who agreed that the robot is appropriate for learning numbering and colours for preschool children.
... CT is not only crucial for problem-solving, engineering design, and being ready for computer science and related occupations, but also has broad implications for discipline learning, such as reading, writing and mathematics (Wing, 2006(Wing, , 2011. For instance, some educational robotics programs were found to be able to help children learn number, size, and shape, as well as representation, spatial concepts, and measurement, which are key concepts and skills of mathematics (Highfield, 2000;Resnick et al., 1998;Wang et al., 2021). However, there is sparse research on the definition and promotion of CT in early childhood, thus our research will focus on young children's CT and its relationship with other cognitive abilities. ...
Computational thinking (CT) is a new literacy of 21st century that can be transferred to and applied in different real-world situations, although being derived from the discipline of computer science. Tangible robots or child-friendly digital apps are used to implement coding education with the goal of promoting young children’s CT. However, there are still controversies on the validity and applicability of CT in early childhood, mainly due to the vagueness of the learning mechanism underlying young children’s CT. This cross-sectional study examined the associations among sequencing ability, self-regulation and CT among Chinses preschoolers (N = 101, Mage = 5.25 years, SD = 0.73). Results showed that sequencing ability and self-regulation have positive and significant associations with CT, and the relationship between sequencing ability and CT was fully mediated by self-regulation, even after controlling for child gender, age, and family socioeconomic status (SES). This implies CT in early childhood as a combination of sequencing ability and self-regulation. Findings of this study have implications for early childhood CT education programs, suggesting the need to assist children in learning sequencing and how to self-regulate in coding (both plugged and unplugged) and STEM activities.
... They tended to make eye contact with the robot even if humans were visible in the room. Our participants exhibited a matching phenomenon of previous research by Highfield (2010), where children demonstrate perseverance, motivation and responsiveness to these activities that are not usually evident in their regular programs. Table 6 displays that NAO robot highly influences communicative body movements. ...
This study investigates the use of an assistive humanoid robot for teaching to and learning among young children in an informal learning environment. The robot is called NAO and built by SoftBank Robotics. NAO was used to teach a mathematic concept of measurement to young children. They engaged with the robot through the teaching and learning of presentation slides, worksheets, and playing cards. Their interactions with the robot formed the evidence of their learning. The children also played with the robot in an open and friendly environment, which was video recorded. The efficacy and impacts were measured and analyzed through social signals and verbal responses. Results show that the robot can build a positive and friendly relationship with children while achieving learning outcomes. This study demonstrates the possibilities of introducing NAO into the curriculum and calls for further research toward implementing humanoid robots in classroom settings.
... Studi lain melaporkan bahwa penggunaan robot mendorong pembelajaran interaktif, dan anakanak lebih terlibat dalam kegiatan belajar. [25], [26], [27] ...
Community service activities are one of the university's tridharma activities that must be carried out by every lecturer, therefore lecturers of the Bengkulu University Master of Science Program in collaboration with teachers of Madrasah Ibtidaiyah Negeri 1 Kepahiang, Bengkulu on March 31, 2022 have carried out Community Service activities at Madrasah Ibtidaiyah Negeri 1 Kepahiang, Bengkulu. This collaboration is in the form of community service activities at Madrasah Ibtidaiyah Negeri 1 Kepahiang, Bengkulu with the title "Line Follower Robot Demonstration and Simulation to Increase Students' Interest in Learning Science at Home at Madrasah Ibtidaiyah Negeri 1 Kepahiang, Bengkulu. From these activities it can be concluded that; Robotics material delivered using interactive multimedia which includes lectures, virtual demos, animations, visualizations, and simulations as well as videos has proven to be successful in motivating students to care more about science in the motivated/cared category with a score of 3.85 on a scale of 1 -5.
... Furthermore, robots were used to develop learning of science concepts, technology and problem-solving [12]. Robots have also been used as a catalyst for solving mathematical problems [8], while in another study they were used to improve physics content knowledge [17]. ...
... Bee-bot can teach young children basic skills such as logical thinking and is ideal for teaching simple programming concepts. Bee-bot positively impacts students' problem-solving and metacognitive skills (Highfield, 2019). (see Figure 3) ...
In recent years, education has increasingly focused on children's acquisition of digital skills and abilities, which leads to the need to create new educational methodologies capable of engaging students in computational thinking activities. The research interest of this paper focuses on how preschool children can be more involved in STEM and educational robotics through authentically experiential learning on the topic of marine plastic pollution. It examines toddler engagement through an integrated STEM scenario using the programmable robot Bee-Bot and encourages children to solve problems in many possible ways, assessing the strengthening of their necessary skills. The teaching intervention took place during the 2021-22 school year in a Kindergarten in the city of Ioannina. During the planning and implementation phase of the program, action research and field study are applied, while the sociocultural approach to teaching natural sciences, educational robotics, new technologies, engineering, the arts and mathematics. The research framework is completed with the evaluation process and the students disseminating the project learning outcomes.
... Manipulatives can scaffold student understanding of abstract concepts (Bers & Portsmore, 2005). Educational robotics, involving digital manipulatives with computing capacity, has been used to support STEM learning because it can increase students' interest in STEM subjects (Rogers & Portsmore, 2004) and provide students with opportunities to apply STEM knowledge and thus improve content learning (Barker & Ansorge, 2007;Highfield, 2010;Kaya et al., 2017;Whittier & Robinson, 2007). Also, it has been used for preservice teachers' learning of STEM education (Kim et al., 2015(Kim et al., , 2018Yuan et al., 2019). ...
https://citejournal.org/volume-22/issue-1-22/science/preservice-elementary-teachers-engineering-design-during-a-robotics-project/
... In this context, the robotic applications used in education can increase the motivation of students (Ribeiro, Costa & Rocha, 2008), contribute positively to their attitudes towards the course and programming (Kuzu & Turk, 2018) and contribute to the development of their ability to understand and solve problems with STEM skills (Ersoy, Madran & Gulbahar, 2011). Robotic activities encourage students to actively participate in the learning process by supporting their collaboration with team spirit (Chen, Quadir & Teng, 2011;Highfield, 2010). ...
In this study, it was aimed to investigate the experimental studies regarding the effect of educational robotic applications on academic achievement by the meta-analysis method. Within the scope of the research, the studies carried out on educational robotic applications were scanned from national and international databases and selected according to inclusion criteria. The sample of the study consisted of 2606 participants with 1300 in the experimental group and 1306 in the control group. In the study, the effect size values and combined effect size of each study included in the meta-analysis were calculated by using CMA. As a result of the study, it has been found that educational robotic applications have a positive and low level effect on academic achievement according to the random effects model. As a result of the analyzes conducted to reveal the publication bias status of the study, it has been found that there is no publication bias in the meta-analysis study. In addition, it has been found that the effect size of educational robotic applications on academic achievement does not change depending on the subject area and duration of application but changes depending on the sample size. In the other studies to be conducted, the effectiveness of the students in different variables such as computational thinking skills, problem solving skills, attitude, motivation, and anxiety levels can be examined in addition to the variables studied.
... At present, a wide variety of physical robots exist for all levels of education with many different purposes (Hamilton, Clarke-Midura, Shumway, & Lee, 2020). Research has shown that ER activities can be effective in developing skills such as critical thinking, creative thinking, problem-solving, teamwork, decision making or following a scientific process (Benitti, 2012;Bers et al., 2014;Eguchi, 2014;Highfield, 2010;Verner, 2004). Related to this, with an ER approach children actively engage with powerful ideas from computer science and robotics, including the core concepts of CT. ...
Interest in educational robotics has increased over the last decade. Through various approaches, robots are being used in the teaching and learning of different subjects at distinct education levels. The present study investigates the effects of an educational robotic intervention on the mental rotation and computational thinking assessment in a 3rd grade classroom. To this end, we carried out a quasi-experimental study involving 24 third-grade students. From an embodied approach, we have designed a two-hour intervention providing students with a physical environment to perform tangible programming on Bee-bot. The results revealed that this educational robotic proposal aimed at map-reading tasks leads to statistically significant gains in computational thinking. Moreover, students who followed the Bee-bot-based intervention achieved greater CT level compared to students following a traditional instruction approach, after controlling student’s prior level. No conclusive results were found in relation to mental rotation.
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... The Bee-bot can teach young children essential skills like logical thinking (García-Peñalvo et al., 2016). The Bee-bot has a positive impact on students' problem-solving and metacognitive skills (Highfield, 2019). It can be used for the development of fine motor skills by using the directional buttons. ...
The interest in the future configuration, focusing on the innovative technologies and more specifically on STEAM (Science, Technology, Engineering, Arts, Math), is remarkably increased. The value of STEAM education is undeniable as a means of developing basic skills and competencies of young students improving the learning process, developing communication skills, and solving real-life difficulties. The current research study was completed in the context of an actual learning process, with the view to study educational robotics in kindergarten students to engage them with STEAM education, using the programmable robot Bee-Bot® initially. The didactic intervention was held, which was developed in two phases. More specifically, a sample of 12 children (age range: 5–6 years old) took part in an intensive educational robotics lab for 16 sessions (4 weeks) by using a bee-shaped robot called Bee-Bot®. The results of our current research study revealed that STEAM education could also take place in a speech therapy clinic using the appropriate educational robots. Our young students developed and mastered knowledge in programming and computerizing, and algorithmic thinking with playful mod using educational robots, and they also built their vocabulary and develop communication skills.
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Abstract
This exploratory case study examines how secondary school students tackle robotics problem-solving within the context of school-based activities. Data were gathered through observations, video recordings, and interviews with a group of secondary school students, and analyzed thematically. The indicators of the problem-solving process were identified from students’ actions and cognitive strategies as they engaged in robotic tasks. The study shows that the main steps in students’ robotic problem-solving included: “Considering the current situation/solution” “Developing a strategy” “Implementing the strategy” and “Reconstructing/co-constructing knowledge.” In relation to these stages, robotic problem-solving was characterized by processes such as recognizing potential scenarios, making predictions, intuitive thinking, transferring knowledge, connecting with prior knowledge, reasoning, drawing on past experience, trial and error, designing, testing hypotheses, controlling, debugging, exploring and automating. This study provides an innovative perspective by focusing on the full range of cognitive processes involved in robotics problem-solving, particularly through the use of tools like Lego robots, which blend hardware and software elements. This comprehensive characterization is hoped to provide valuable insights for developing engaging robotics curricula that stimulate critical thinking and problem-solving skills in young learners.
Το παρόν εκπαιδευτικό (επιμορφωτικό) υλικό είναι προϊόν ενός ευρύτερου ερευνητικού προγράμματος για τη μαθηματική εκπαίδευση στο νηπιαγωγείο με εστίαση στην ανάπτυξη της μαθηματικής σκέψης και της επικοινωνιακής ικανότητας των παιδιών μέσω διαδικασιών συλλογικής επίλυσης αυθεντικών μαθηματικών προβλημάτων. Το ερευνητικό έργο υλοποιήθηκε το σε δυο τάξεις νηπιαγωγείων της περιοχής της Θεσσαλονίκης. Συνολικά συμμετείχαν 40 παιδιά (νήπια και προνήπια) και οι δυο νηπιαγωγοί των τάξεων αυτών. Υιοθετώντας ένα κοινωνικοπολιτισμικό προσανατολισμό, η έρευνα αυτή στηρίζεται στην παραδοχή ότι η μάθηση αποτελεί συλλογική παραγωγή νοήματος που συμβαίνει καθώς τα παιδιά συμμετέχουν σε ποικίλες δραστηριότητες αλληλεπιδρώντας με άλλους, σε διαφορετικά περιβάλλοντα. Στην προοπτική αυτή αναγνωρίζονται α. οι ικανότητες των παιδιών προσχολικής ηλικίας να συμμετέχουν ενεργά στον σχεδιασμό της εκπαιδευτικής διαδικασίας και να λαμβάνουν αποφάσεις για ζητήματα που αφορούν τη μάθησή τους και β. ο ρόλος της επικοινωνίας και της κριτικής σκέψης για τη μάθηση.
Το υλικό που περιλαμβάνεται σε αυτό το βιβλίο αποτελεί ένα υποστηρικτικό πλαίσιο για την εισαγωγή των μικρών παιδιών στην υπολογιστική σκέψη και τη ρομποτική, όπου η σχεδιαστική δραστηριότητα αξιοποιήθηκε συστηματικά ως υποστηρικτικό εργαλείο για την επίλυση ποικίλων μαθηματικών προβλημάτων στο πλαίσιο της ομάδας.
Providing young children with rich environments for writing has been a continuing quest for teachers in the early grades. This chapter investigates the use of Bee-bot robots as a means of creating a stimulating environment that engages second graders in the writing process and learning story grammar elements. Researchers met with the students weekly for an hour over six weeks. In the first week, students wrote an initial story and learned the basics of programming a Bee-bot robot. In subsequent weeks, students listened to a story set in the context of the Bee-bot mat, reviewed vocabulary words, planned a path for their robot, wrote a short story, and executed their robot program. There was a significant difference overall between the baseline story and the final story, and between the initial rating of each of the story grammar elements and the final rating of the elements, with the exception of Character.
Bu çalışmanın amacı eğitsel robot setlerin öğrencinin problem çözme, akademik başarı ve bilimsel süreç becerilerine olan genel etkisinin incelenmesidir Çalışmada, literatür taraması yaklaşımlarından biri olan meta-analiz yöntemi uygulanmıştır. Bu araştırmada çalışmaya dâhil edilme kriterleri olarak belirlenmiş ölçütler şunlardır: Çalışmanın 2010-2021 yılları arasında olması, Türkçe dilinde yazılmış yüksek lisans tezi ve doktora tezi olması, eğitim alanında robot setlerin kullanılmış olması, çalışmanın deneysel-yarı deneysel olması. Verileri analizinde etki büyüklükleri hesaplanmıştır. Dâhil edilme kriterlerine göre araştırmaya 6 adet doktora tezi, 26 adet yüksek lisans tezi olmak üzere toplam 32 adet çalışma dâhil edilmiştir. Veriler incelendiğinde, araştırmaya dâhil edilen çalışmaların %48.8 oranında akademik başarıyı, %19.5 oranında bilimsel süreç becerileri ve %31.7 oranında problem çözme becerilerinin ele alındığı görülmektedir. Akademik başarı bağlamında Cohen etki düzeyleri sınıflandırmasına göre dâhil edilen çalışmaların %0 oranında zayıf , %30 oranında küçük, %25 oranında orta ve %45 oranında güçlü düzeyde etki büyülüklerinin olduğu saptanmıştır. Öte yandan bilimsel süreç becerilerine olan etki incelendiğinde çalışmaların %12,5 oranında zayıf, %37,5 oranında küçük, %12,5 oranında orta ve %37,5 oranında güçlü düzeyde etki büyülüklerinin olduğunu görülmektedir. Problem çözme becerilerine olan etki incelendiğinde çalışmaların %7,69 oranında zayıf , %7,69 oranında küçük, %38,46 oranında orta ve %46,15 oranında güçlü düzeyde etki büyülüklerinin olduğu görülmüştür.
Robotics is a very promising tool and a highly innovative field that brings a new dimension in educational settings. Educational robotics is recognized as a valuable means for cultivating 21st-century skills, having the potential to promote learning, cognitive and social development, and preschoolers' engagement with STEM topics in a playful way. Nevertheless, the absence of a well-articulated pedagogy of teaching robotics and with robotics impacts the clarity of its guidelines, scope, and objectives. There is a lack of frameworks for teaching robotics in early childhood education, especially one that includes objectives and teaching methods in a balanced way. This is the challenge that the current chapter aims to address: to outline the initial orientations of a framework that includes educational robotics objectives and appropriate teaching methods for early childhood education.
Programmable robots are now found in many early childhood centres. However, little research has considered how young children’s problem solving may link computational thinking to mathematical understandings. While most research about robots in kindergarten is from intervention studies to improve children’s computational thinking, in this study we observed two children solving tasks with a robot in a naturalistic setting. We identified when the children had a problem that they could not immediately solve, by looking for signs of uncertainty, for example by putting their hand to their mouth, stopping and/or looking up at the teacher. By analysing the children’s problem solving of those problems, alongside a teacher, we were able to identify how aspects of computational thinking were connected to mathematical understanding. In particular, number understandings, such as the difference between ordinal and cardinal counting and early addition, seemed important for solving problems related to sequencing, decomposition and debugging. The children’s developing understanding about counting may have contributed to the children’s uncertainty about programming the robot.
This article investigates Slovenian primary and secondary education teachers' perspectives on using humanoid robots in the classroom. Of the 418 teachers surveyed, 50.24% believe that incorporating modern technology, such as humanoid robots, into education is important. Additionally, 65.55% view it as an opportunity to improve their teaching skills, and 69.86% believe that using modern technology in teaching could offer students a unique learning experience. However, the responses also reveal a polarization of opinions, with some teachers expressing skepticism and caution about using humanoid robots in education. By examining teachers' perspectives, this article sheds light on the potential implications of using modern technology and humanoid robots in education and provides a foundation for further research and discussion. The article highlights the specifics of native language teachers' views on the use of humanoid robots within the framework of modern technology use in education.
The aim of this study was to determine the motivation of science teachers and students towards science after participating in the activity of assembling, simulating, and recording line follower robots as an effort to motivate middle school students and teachers towards science in Bengkulu Province. The research was done by direct practicing, where 60 students and 15 teachers of three junior high school (SMP): SMP Negeri 06 Seluma, SMP Negeri 02 Kota Bengkulu, and SMP Negeri 8 Rejang Lebong, were involved as the research subjects. The research activity concluded that the schools are ready to prepare simple electronics/robot laboratories for the three research subjects and the science teachers and students were motivated to learn science. It was seen from the score of 3.95 (scale of 1 to 5) for students, and for the science teacher, the score was 3.83 (scale of 1 to 5). The science teachers will follow up on robotics activities so that students will be interested in learning science at home and school.
Ever since technology became an integral part of human life, a range of new concepts have surfaced. Computational thinking (CT) has been extensively discussed in the last 15 years and has been gaining popularity in the educational world. Following an overview of the basic literature published on this evasive new concept, an attempt is made to outline the connection between computational thinking and programming with emphasis on tangible programming of educational robots. An implemented educational programme, which attests to the positive impact of robotics on the acquisition of computational thinking skills in early childhood, is presented and evaluated. The study took place in a typical Greek kindergarten in 2017 and focused on the development of particular aspects of computational thinking with the use of a programmable floor robot.
FOSTERING CREATIVITY THROUGH AUGMENTED IMAGINATION FOR GEN
In order to meet the demands of today's students and educators, new approaches to teaching business ethics in the twenty-first century are
required. Augmented reality is one of the cutting-edge technologies that is
expected to have a significant impact on bachelor's degrees in the future
(AR). It is expected that incorporating AR into the present educational
system will enhance the learning and teaching environment optimally. Students' moral imagination will soar as a result of this. Utilizing augmented reality (AR) and mobile learning to meet the demands of today's learners, who prefer to look at pictures rather than read ext. However, in early childhood, these traits are more acceptable than in
adulthood. Learners who use AR in the classroom are more likely to
examine content that is presented to them in two or three dimensions. AR
also minimizes the need for classroom props, which saves space in the
classroom. Objects that can be printed or kept on computers in the form of
a soft file can be found in the mobile phone reader and cards. Learners and instructors must have a mobile phone capable of
high-resolution images and long-lasting battery life, respectively. With the
use of AR, learners' imaginations can be enriched to help them better
comprehend the information being presented. If the theory or explanation
is solely given in class, students will have a more difficult time grasping
the concept. As a result, it's critical that content creators employ graphics
that reflect reality rather than just theory when presenting material to
pupils.Learners can benefit from the usage of augmented reality (AR) in
the classroom. Using this technology, students can work on their own
projects while also saving money on the equipment. AR is being used to
teach young children about animals through the use of 3D visuals, audio, and text, all of which are being written as part of the project's final product. An additional benefit of developing educational content is that it helps
students better comprehend what they're learning from their teachers. We believe that new media can and should be used to improve the
reading experience and reading skills if they are to replace or complement
traditional printed books. Specifically, we believe that technology may be
utilized to: (1) engage students—for example, by offering fascinating and
relevant content utilizing diverse sensory modalities; (2) make experiences
more meaningful—for example, by providing readers with appropriate
extra content;
For the last two decades, the growth of educational robots has been increasing rapidly in several sectors. The chapter aims to provide a critical assessment of artificial intelligence’s (AI) impact and opportunities in early childhood education. The study used a computational kit (robotic kit) for young children from ages 3-8 years old to review existing literature in robotics education. This research investigated (1) the impact of artificial intelligence devices and children, (2) computational thinking for early childhood education, (3) programming for young children using tangible blocks, (4) educational robotics in early childhood classroom learning and special education humanoid robots, and (5) existing curriculum framework for primary school children. The research was carried out by sorting through the literature published in international journals and proceedings between 2003 and 2021 (June). This chapter proposes learning of robotics at a young age as a recommendation for future research. It improves various real-life skills and computational thinking, especially at a young age
Various robot and programming technologies are being introduced into primary schools and early learning centres for use by younger children. One type of these technologies, generally described as floor robots, is the Bee-Bot®, which is an easily programmable robot technology intended for early learners. In 2015 , the Bee-Bot was introduced into elementary schools across the province of Nova Scotia. Apart from being able to introduce young learners to aspects of computational thinking, floor robots can also be used as a foundation for teaching subjects such as science, mathematics, and language and literacy. This chapter examines Internet resources for educators interested in learning how to use a Bee-Bot with their students, provides details on what information is available in those resources, and assesses a subset of them with regard to their complexity regarding the activities for students. These resources included websites, blogs, news media articles, Pinterest, YouTube videos, and curriculum resources such as Teachers Pay Teachers and Share My Lessons. Our survey of these resources suggests that, although there is a wide variety available in a variety of subject areas, most offer only superficial guidance for using Bee-Bots with early learners and only a minority engage students in depth with the robots.
Providing young children with rich environments for writing has been a continuing quest for teachers in the early grades. This chapter investigates the use of Bee-bot robots as a means of creating a stimulating environment that engages second graders in the writing process and learning story grammar elements. Researchers met with the students weekly for an hour over six weeks. In the first week, students wrote an initial story and learned the basics of programming a Bee-bot robot. In subsequent weeks, students listened to a story set in the context of the Bee-bot mat, reviewed vocabulary words, planned a path for their robot, wrote a short story, and executed their robot program. There was a significant difference overall between the baseline story and the final story, and between the initial rating of each of the story grammar elements and the final rating of the elements, with the exception of Character.
The present study was conducted to investigate the effect of coding activities on children’s mathematical reasoning skills. In the study, the pre-test – post-test control group quasi-experimental design was used. The participants of the study consisted of 29 children (17 in experiment group and 12 in control group) aged between 57 – 68 months attending a public kindergarten in Adana, Turkey. Coding Education Program prepared by the researchers was administered to the children in the experiment group while the children in the control group received the regular program. Evaluation Instrument for the Early Mathematical Reasoning Skills was administered to children both in the experimental and control group as pre-test and post-test. Data was collected by individual interviews conducted with the children. Results of the study showed that there is no significant difference between experimental and control group in the pre-test, whereas a significant difference in favor of the experimental group was observed in the post-test. Therefore, it was determined that the coding activities have a significant effect on mathematical reasoning skills of children.
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