Assessing the Current Level of the Computational Thinking Within the Primary and Lower Secondary School Students using Educational Robotics Tasks

Bryndová, Lucie; Mališů, Petri

doi:10.1145/3416797.3416819

Cited by 4 publications

(5 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The majority of them were based mainly on curriculum topics providing approaches to the design and implementation of ER modules and activities, the learning process and student assessment providing accurate and evaluated pilot approaches [66], [68]- [71]. Some other frameworks targeted on exploring students' learning processes during robotics activities [72], [73] while fewer approached issues related to low-cost Robotic kits for early education [67] and the assessment of prerequisite CT skills [5]. Although it was not part of their primary objectives, two collected frameworks proposed approaches that could be used to support low-cost cost ER applications such as the fabrication of Internet of Things (IoT) tangibles [70] and the optional use of virtual robots [69].…”

Section: Discussionmentioning

confidence: 99%

“…The collected frameworks focus on various topics which are relevant to the Robotics curriculum and to the design of corresponding modules and activities [66], [68]- [71]. The frameworks also target the cost of robotics kits [67], assessment tools [5] and the exploration of students' interest and problem solving paths during robotics activities [72], [73]. Fig.…”

Section: Rq2 What Kind Of Framework Have Been Recently Published To S...mentioning

confidence: 99%

“…The frameworks also feature a tool for assessing prerequisite CT skills in the context of robotics activities in primary and lower secondary education [5].…”

Section: Rq2 What Kind Of Framework Have Been Recently Published To S...mentioning

confidence: 99%

“…ER aims at exploring Robotics fundamentals with and hands-on, playful approach, where students use robots for educational activities involving the construction and deconstruction of an artefact which can be programmed to accomplish a given task [1]. As an educational tool, ER holds the potential to develop many useful transversal skills like communication, problem solving, teamwork [1]- [4] and Computational Thinking (CT) [5]- [7]. It can be effectively used to increase students' interest and motivation in learning STEM (Science, Technology, Engineering, Mathematics) subjects [1], [2], [8], [9] and also to boost inclusive education and prevent early school leaving [10], [11].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Robotics in the Context of Primary and Preschool Education: A Scoping Review

Mangina¹,

Psyrra²,

Screpanti³

et al. 2024

IEEE Trans. Learning Technol.

View full text Add to dashboard Cite

This paper presents an overview of Educational Robotics (ER) in primary and pre-school education. As ER seems to be gaining popularity for its effectiveness as a learning tool, more research needs to be done in this area. Recent results from ER pilot projects advocate for the integration of ER in K-12 education curricula. On the other hand, teachers may face various difficulties in carrying out such activities due to lack of experience or knowledge in this field. Previous research has shown that ER is still an open field for exploration. Even though an increasing number of experiences are available for the use of robotic tools in early education, there is not enough empirical evidence on the features they need to present for young learners to perceive them as attractive and easy to use. In addition, the high cost of some tools may prevent educational institutions from using them systematically. To detect possible gaps in the current research, in the context of this work, 21 articles that have been published between 2011-2021 and represent ER applications and frameworks were collected and reviewed. The results of this study demonstrate that ER can be a valuable tool for supporting primary and pre-school students. However, the review supports that more research is needed on the technical features that a robotic tool must have to be successfully introduced to students of this age. Moreover, future work is needed to develop low-cost educational robotic tools so they can become more accessible to educational institutions.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Rq2 What Kind Of Framework Have Been Recently Published To S...mentioning

confidence: 99%

“…The frameworks also feature a tool for assessing prerequisite CT skills in the context of robotics activities in primary and lower secondary education [5].…”

Section: Rq2 What Kind Of Framework Have Been Recently Published To S...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Robotics in the Context of Primary and Preschool Education: A Scoping Review

Mangina¹,

Psyrra²,

Screpanti³

et al. 2024

IEEE Trans. Learning Technol.

View full text Add to dashboard Cite

show abstract

“…In some cases, educational robotics tasks also can be used. Bryndová and Mališů (2020) for example use the robots Ozobot EVO and BIT. A last system that has been used to assess CT is PhysGramming (Kalliopi & Michail, 2019).…”

Section: General Description Of the Selected Studiesmentioning

confidence: 99%

How is computational thinking assessed in European K-12 education? A systematic review

Babazadeh

Negrini²

2022

IJCSES

View full text Add to dashboard Cite

Computational thinking (CT) is seen as a key competence of the 21st century and different countries have started to integrate it into their compulsory school curricula. However, there exist only few indications on how to assess CT in compulsory school. This review analyses which tools are used to assess CT in European schools and which dimensions of CT are assessed. We analysed 26 studies carried out between 2016 and 2020 in K-12 in Europe. The results indicate that 18 different tools have been used which can be categorized in 5 groups: questionnaires, tests/tasks, observations, interviews and analysis of products. We derived more than 50 dimensions of CT that are assessed with the tools we analysed, the vast majority of those resulting to be closer to programming skills rather than CT per se. Based on these results it seems that a common operational definition of CT, a competence model that indicates which competences students should reach at which age, and a reliable tool that allows to assess the different facets of CT are currently missing.

show abstract