Active Learning Environments with Robotic Tangibles: Children's Physical and Virtual Spatial Programming Experiences

Burleson, Winslow; Harlow, Danielle B.; Nilsen, Katherine; Perlin, Ken; Freed, Natalie; Jensen, Camilla Nørgaard; Lahey, Byron; Lu, Patrick; Müldner, Kasia

doi:10.1109/tlt.2017.2724031

Cited by 45 publications

(27 citation statements)

References 29 publications

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“…Robotic technologies encourage students to think about abstract structures because students envision robot movements in their minds before programming. In this respect, robotic technologies based on the active manipulation of authentic materials allow abstract concepts to be connected to something that can be observed and imagined (Burleson et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Comparison of object‐oriented and robot programming activities: The effects of programming modality on student achievement, abstraction, problem solving, and motivation

Çınar

Tüzün

2020

Computer Assisted Learning

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This study compares the effects of object‐oriented and robot programming activities on programming achievement, abstraction, problem solving, and motivation. In the study, two consecutive experimental cases were conducted to examine the consistency of findings. The research sample comprises 81 tenth‐grade students undergoing vocational secondary education. A total of 41 students participated in the first case that spanned 12 weeks, and 40 students participated in the second that spanned 8 weeks. After computational activities, the programming achievement scores significantly increased in all test groups. However, the achievement scores did not differ significantly between the groups. For the comparison groups, there was no statistically significant difference in the pre‐ and posttest scores of the formal and descriptive abstraction in both cases. However, a statistically significant increase was found in the formal (only Case 2) and descriptive abstraction scores of the students in the experimental groups. The abstraction results revealed a significant difference in the descriptive abstraction scores of Case 2 in favour of the experimental group. No statistically significant difference was found in the problem‐solving scores within or between groups. In both cases, the motivation scores of the experimental groups were found to be statistically higher than those of the comparison groups.

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Section: Discussionmentioning

confidence: 99%

Comparison of object‐oriented and robot programming activities: The effects of programming modality on student achievement, abstraction, problem solving, and motivation

Çınar

Tüzün

2020

Computer Assisted Learning

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“…Robotic is used in the teaching and learning process in order to promote STEM education as it can be employed to directly teach about robotics or indirectly to support multi-disciplinary topics [1]. Previously, robot have been investigated for supporting pre-school children using object recognition-based second language learning method [2], promoting active learning environment [3] and increasing the ability in computational thinking [4] which is also important for STEM education. As reported by [5], educational robot system based on STEM school teacher and specifications of STEM activities are affordable, support expandable module, emphasize on hands-on activities, focus on games and attractive.…”

Section: Introductionmentioning

confidence: 99%

Mobile augmented reality using 3D ruler in a robotic educational module to promote STEM learning

2020

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Robotics education is gaining popularity among school children in line with the government desire to promote creative thinking in students through STEM based activities. However, the robots for educational games are usually made up of components and its description is usually one-way and static. Additionally, students find it difficult to visualize distances from robot movements when playing educational robotic games. Augmented reality (AR) technology is a viable tool to connect between in-context information and physical activities. The objective of this research is to design and develop an AR based application that can visualize the distance between two robots for supporting learning process in a game-based module. The application consists of three parts; the first part use AR in identification of components related to robots, while the second part involves the addition of real-time visualization in the form of AR, enabling students to learn the distance from the robot's movements. The third part used AR in providing the description of the robotic games through videos. The development of the application is based on the Agile model. The results show that the application has received positive feedbacks from students as it can increase their interest in playing robotic educational games.

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“…Robotics technologies encourage students to think about abstract ideas (Burleson et al, 2018). In robotics activities, students design to solve complex problems and test their solutions (Atmatzidou, Demetriadis & Nika, 2018).…”

Section: Introductionmentioning

confidence: 99%

The effects of robotics programming on secondary school students’ problem-solving skills

Çalışkan

2020

WJET

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Robotics programming is a type of coding that combines mechanics and programming. Robotics technology facilitates coding instruction. Coding improves students' problem-solving skills. However, studies from the literature show that some teaching methods do not have a positive effect on coding skills. The aim of this study is to examine the effects of robotics programming training on secondary school students’ problem-solving skills. For this purpose, the study was conducted as a pretest - posttest quasi-experimental model without control group. 30 6th grade students (12 boys and 18 girls) from three secondary schools participated in this study. Activities were conducted with the VEX IQ Robot Kit during nine weeks. Before and after the process, problem-solving inventory and problem-solving skills perception scale were applied as pre- and post-test. As the scores obtained from the scales did not show a normal distribution, the difference between the pretest and posttest scale scores was examined by Wilcoxon signed rank test. As a result of the analysis, it was revealed that robotics programming helped students to develop problem-solving skills.

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Active Learning Environments with Robotic Tangibles: Children's Physical and Virtual Spatial Programming Experiences

Cited by 45 publications

References 29 publications

Comparison of object‐oriented and robot programming activities: The effects of programming modality on student achievement, abstraction, problem solving, and motivation

Comparison of object‐oriented and robot programming activities: The effects of programming modality on student achievement, abstraction, problem solving, and motivation

Mobile augmented reality using 3D ruler in a robotic educational module to promote STEM learning

The effects of robotics programming on secondary school students’ problem-solving skills

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