A systematic review study on educational robotics and robots

Uslu, Nilüfer Atman; Yavuz, Gulay Öztüre; Usluel, Yasemin Koçak

doi:10.1080/10494820.2021.2023890

Cited by 39 publications

(19 citation statements)

References 87 publications

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“…This study, unlike Atman Uslu et al's (2022) review, shows which learning theory was used as a framework in educational robotic activities in the theses. Understanding the relationship of educational robotics applications with learning theories is important since it offers a pedagogical roadmap to researchers beyond just integrating new technologies into education.…”

Section: Discussionmentioning

confidence: 77%

“…However, in recent years, the number of scientific studies in the literature on the use of robotics in education has increased and studies have diversified. Robotics has been used in English teaching, special education and STEM courses in recent years (Atman Uslu et al, 2022). Studies on robotic applications in education examine the advantages and disadvantages of these applications from different perspectives.…”

Section: Literature Reviewmentioning

confidence: 99%

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A systematic review of educational robotics studies for the period 2010–2021

GÜNEŞ

Küçük

2022

Review of Education

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The aim of this research is to systematically review the theses on educational robotics applications produced in Turkey between the years 2010–2021. The aim is to provide a broad perspective on current studies by revealing the existing situation in the literature. For this purpose, 124 postgraduate theses in the national thesis database were examined within the scope of the research. The theses were analysed using the content analysis method and the educational robotics publication classification form. According to the results of the research, most theses were carried out in 2019 and educational robotics was mostly studied in the master's theses. Experimental design with the quantitative method and the quasi‐experimental pre‐test post‐test control group was widely used as research methods. Research in the theses was mostly conducted in secondary schools. The implementations lasted between 1 and 2 months (6–8 weeks). The size of the study groups were 31–100 and the sample selection was appropriate for its purpose. Lego sets and Arduino sets were used the most in information technologies and software and science courses. The proposals sections of the theses suggest that future research should carry out studies with longer‐term implementations and larger sample groups. For practitioners, the theses suggest that robotics‐based activities should be added to the curriculum in every age group. They emphasize the need for a STEM‐based robotics course for teachers as an in‐service training course and that it would be beneficial to have robotics workshops in schools. The results obtained from the study are discussed in detail. The video abstracts for this article are available at https://youtu.be/rv9xiGxF4Uc and https://youtu.be/lXctWfpey5E.

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Section: Discussionmentioning

confidence: 77%

Section: Literature Reviewmentioning

confidence: 99%

A systematic review of educational robotics studies for the period 2010–2021

GÜNEŞ

Küçük

2022

Review of Education

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“…Motivated by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) (Moher et al, 2009), the following retrieval procedures were strictly observed. First, drawing on the insights of the recently published reviews (Uslu et al, 2022;Randall, 2020;Tlili et al, 2020;van den Berghe et al, 2019), a combination of the following robot-related and language learning-related keywords integrated with Boolean operators was performed, i.e., (robot-assisted language learning OR RALL OR robot applications OR education robots OR social robots OR chatbot) AND (EFL OR English OR language OR language performance OR language achievement OR reading OR writing OR listening OR speaking OR vocabulary OR education OR language skill OR language ability). Second, the systematic literature retrieval was Teaching, Language and Education, Linguistics and Education, Journal of Language Identity and Education, Foreign Language Annals, Reading and Writing, Journal of Research in English).…”

Section: Data Collectionmentioning

confidence: 99%

“…Related Reviews of Robot-Assisted Language Learning for English-as-a-Foreign-Language Skill Development Aside from the aforementioned empirical attempts, researchers (Uslu et al, 2022;Randall, 2020;van den Berghe et al, 2019) have to date adopted an evidence-based applied linguistics (EBAL) account that "pedagogical intervention should be supported with sound evidence available" (Li, 2023a, p. 36), and begun to synthesize the current trends of RALL for learners' language skill development. For instance, van den reviewed 33 RALL studies and discussed the possibilities and limitations of using social robots to improve language skills (e.g., vocabulary, reading, and speaking).…”

Section: Introductionmentioning

confidence: 99%

Effects of Robot-Assisted Language Learning on English-as-a-Foreign-Language Skill Development

Wu,

2024

Journal of Educational Computing Research

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While numerous studies of robot-assisted language learning (RALL) for English-as-a-foreign-language (EFL) learners’ language skill development have been done, a comprehensive and theoretically-driven meta-analysis on its effects is still in paucity. To fill the gap, drawing on Activity Theory (AT), this study reported a meta-analysis from 47 independent studies out of 29 literature samples involving 1791 EFL learners on RALL for language skill development published during 2004–2023. The results indicated that the overall effect size was g = .69, 95% CI [.49, .90], suggesting that RALL outperforms non-RALL conditions. In addition, educational levels and intervention durations were found to be significant moderators. Based on the results, implications for practice were discussed.

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“…That is why, the educators can apply robotics education in every educational setting and with all children with different needs with an alternative method. Atman Uslu et al (2022) also conducted a study on the systematic review on robotics studies, and they revealed that the studies on that includes educational robotics would contribute learning and teaching processes. From this point, investigating the effects of virtual reality assisted robotics coding teaching to discover the most suitable ways for students in robotics becomes important.…”

Section: Significance and Aim Of The Studymentioning

confidence: 99%

The Effect of Virtual Reality Assisted Robotics Coding Teaching on Spatial Visualization and Coding Skills

Çam

Kılıçer

2022

Eğitimde Kuram Ve Uygulama

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The aim of this study is to examine the effect of virtual reality (VR) assisted robotic coding teaching, which is a different platform used in robotic coding education, on spatial visualization and coding skills. In order to achieve this aim, a research was designed according to the quasi-experimental design with pre-test post-test control group. 56 sophomore students studying in the Elementary Mathematics Teaching program were divided into experimental and control groups. In the experimental application, which lasted for 4 weeks in total, 8 hours of VR assisted robotic coding teaching was given to the experimental group. Students both created and coded the robots using virtual reality versions of the LEGO® Mindstorms EV3 robot sets. In the control group, the students physically used the LEGO® Mindstorms EV3 robot sets and coded the robots they prepared. Before and after the instruction, the spatial visualization and coding skills of the participants in the experimental and control groups were measured and their changes at the end of the process were examined. As a result of the research, it was determined that there was a significant increase in the coding skills and spatial development, spatial rotation and spatial view skills of the pre-service teachers in the Elementary Mathematics Teaching program, who designed and codes robots using virtual reality technology. Accordingly, it was concluded that the use of virtual reality technology instead of the physical sets used in robotic coding teaching had a similar effect on students' coding skills.

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A systematic review study on educational robotics and robots

Cited by 39 publications

References 87 publications

A systematic review of educational robotics studies for the period 2010–2021

A systematic review of educational robotics studies for the period 2010–2021

Effects of Robot-Assisted Language Learning on English-as-a-Foreign-Language Skill Development

The Effect of Virtual Reality Assisted Robotics Coding Teaching on Spatial Visualization and Coding Skills

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