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Educational Robotics: Development of computational thinking in collaborative online learning

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Nurassyl Kerimbayev
Nurassyl Kerimbayev
Nurassyl Kerimbayev
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Nurdaulet Nurym
Nurdaulet Nurym
Nurdaulet Nurym
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Aliya Akramova
Aliya Akramova
Aliya Akramova
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Saule Abdykarimova
Saule Abdykarimova
Saule Abdykarimova
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Abstract and Figures

In the previous study the work experience on organization of teaching Robotics to secondary school students at school lessons and in study groups was introduced. This study which was conducted within 2019 and 2021 covered the period of distant learning caused by COVID-19 pandemic and even post-pandemic period, when a part of school students continued learning online. The study deals with the problem of developing school students’ computational thinking in online learning. We consider computational thinking as a set of cognitive skills of solving educational and cognitive problems. The research questions raised were aimed at solving the problem of the influence of Educational Robotics on developing computational thinking. During the research we have found out that due to the adaptability of robots, Educational Robotics, the development of individual learning programs, and the arrangement of collaborative online learning are instruments and a solution to the problem of developing computational thinking. The main components of computational thinking, which were studied within those 3 years, are the following: algorithmic thinking, ability to program, and efficiency in team work. The influence of the learning strategy we chose enabled us to determine the level of computational thinking and its dependence on learning Robotics. We used statistical criteria in order to summarize the results of our research. The statistics provided suggests progress in the indicator tracked. Based on the experimental data received we approximated reliability (R²) and relevant exponential equation (trend lines). The research we carried out also has led to the general conclusion that Educational Robotics helps to create synergistic learning environment for stimulating students’ motivation, collaboration, self-efficacy and creativity.
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Vol.:(0123456789)
Education and Information Technologies (2023) 28:14987–15009
https://doi.org/10.1007/s10639-023-11806-5
1 3
Educational Robotics: Development ofcomputational
thinking incollaborative online learning
NurassylKerimbayev1· NurdauletNurym1· AliyaAkramova1·
SauleAbdykarimova1
Received: 3 August 2022 / Accepted: 12 April 2023 / Published online: 24 April 2023
© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature
2023
Abstract
In the previous study the work experience on organization of teaching Robotics to
secondary school students at school lessons and in study groups was introduced.
This study which was conducted within 2019 and 2021 covered the period of distant
learning caused by COVID-19 pandemic and even post-pandemic period, when a
part of school students continued learning online. The study deals with the problem
of developing school students’ computational thinking in online learning. We con-
sider computational thinking as a set of cognitive skills of solving educational and
cognitive problems. The research questions raised were aimed at solving the prob-
lem of the influence of Educational Robotics on developing computational think-
ing. During the research we have found out that due to the adaptability of robots,
Educational Robotics, the development of individual learning programs, and the
arrangement of collaborative online learning are instruments and a solution to the
problem of developing computational thinking. The main components of computa-
tional thinking, which were studied within those 3 years, are the following: algorith-
mic thinking, ability to program, and efficiency in team work. The influence of the
learning strategy we chose enabled us to determine the level of computational think-
ing and its dependence on learning Robotics. We used statistical criteria in order
to summarize the results of our research. The statistics provided suggests progress
in the indicator tracked. Based on the experimental data received we approximated
reliability (R2) and relevant exponential equation (trend lines). The research we car-
ried out also has led to the general conclusion that Educational Robotics helps to
create synergistic learning environment for stimulating students’ motivation, col-
laboration, self-efficacy and creativity.
Keywords Online learning· Collaborative online learning environment· Robotics·
Educational Robotics· Computational thinking· Virtual simulator of robots
* Nurassyl Kerimbayev
N_nurassyl@mail.ru
1 Al-Farabi Kazakh National University, Almaty, Kazakhstan
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
... Nowadays, in the twenty-first century, education is not only characterized by teaching content and learning it independently and unconnectedly [17]. The current educational model requires and is based on the development of communication skills, critical thinking, collaboration, etc. [4], in addition to other competencies and skills that are essential for the further development of the person, requirements that can be favored in achieving their goals using educational robots [18]. ...
... Along with the benefits of using these robots in different disciplines, integrating these technological resources in parallel learning and teaching processes supports and reinforces students' possible interest in subjects related to science and technology that they have not shown so far [11,18]. This is a consequence of using these robots, which involve the development of tasks through programmable elements, sensors, and other eminently technological tools [10]. ...
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Action protocol for the use of robotics in students with Autism Spectrum Disoders: A systematic-review
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Article
  • Nov 2022
The purpose of this convergent mixed-methods study was to evaluate the effect of educational robotics on pre-service teachers’ programming comprehension and motivation. Computer science is increasingly being integrated into K-8 curricula. However, a shortage of teachers trained to teach basic computer science concepts remains unresolved. This study thus utilized educational robotics as “mindtools” to teach programming concepts to pre-service teachers. Data were obtained through a pre-post comprehension assessment, a pre-post motivation survey, field notes, and individual interviews. The findings of this study indicated that pre-service teachers’ comprehension of programming concepts and motivation related to programming can be improved through educational robotics to statistically significant levels. Design implications on integrating educational robotics into pre-service teacher programming instruction are discussed.
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