Characteristics of student engagement in high-school robotics courses

Verner, Igor M.; Perez, Huberth; Lavi, Rea

doi:10.1007/s10798-021-09688-0

Cited by 7 publications

(6 citation statements)

References 41 publications

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“…Student engagement has been described as active involvement in a learning task that significantly affects learner's achievement (Verner et al, 2021). The aforementioned confirms the findings of this study -when students are engaged cognitively, behaviorally, emotionally, and socially, it benefits them to be proficient data analysts, credible information-seekers, problem-solvers, science communicators, and research methodologists.…”

Section: Discussionsupporting

confidence: 87%

“…However, students experienced positive and negative outcomes. Consequently, monitoring students' engagement is of particular importance for experiential learning in SIPCaR projects, as it allows the teacher to gain a holistic understanding of the students as individuals and as group contributors (Verner, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Previous research has shown that students' engagement was enhanced through project-based learning units (Juuti et al, 2021), robotics courses (Verner et al, 2021), science investigatory projects (Sanchez & Rosaroso, 2019), and team-based capstone courses (McCubbins et al, 2018). Although these studies provide satisfactory results and findings on how students were engaged in STEAM-oriented courses, this article offers the specific dimensions of students' engagement rather than focusing on a general form that failed to consider the unique contributions of each aspect of the engagement.…”

Section: Students' Engagement In Steammentioning

confidence: 95%

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Developing SIPCaR projects utilizing modern technologies

Acut

2022

LUMAT

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Due to the onset of the COVID-19 pandemic, the education sector responded quickly to change the mode of delivering instructions to students in hybrid learning. Since in-school learning is no longer feasible, schools are devising teaching-learning pedagogies that are practical to achieving positive students' learning and quality instruction. This study aims to find out the impact of science investigatory projects, capstone projects, and robotics (SIPCaR) to students' engagement, and research and development (R&D) skills, and learning outcomes. Using purposive sampling and mixed-method research design, results revealed that students were very engaged, their R&D skills and learning outcomes proficiency are highly evident. Students were very cognitively engaged, behaviorally engaged, socially engaged, and moderately emotionally engaged, with means 4.27, 4.16, 4.41, and 3.44, respectively. Their R&D skills consist of analytical skills, information seeking skills, problem-solving skills, communication skills, and methodology skills are proficient with means 4.10, 4.06, 3.80, 4.30, and 3.78, sequentially. The findings of the study prove that, if appropriately implemented, SIPCaR projects open countless opportunities for students to achieve high-level learning outcomes, collaborate and innovate modern technologies that could potentially help emerging societal problems. Despite the challenges posed by the health crisis, STEM educators may formulate activities that result in students' holistic development in a remote classroom setting.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Students' Engagement In Steammentioning

confidence: 95%

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Developing SIPCaR projects utilizing modern technologies

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2022

LUMAT

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“…Interpersonal skills, such as communication and teamwork, can be improved in education through robotics projects (Hussain et al, 2006; Menekse et al, 2017). A recent study of high school students in robotics education demonstrated the benefits of learning with robots: high‐achieving students developed teamwork skills, and low‐achieving students learned technical skills and STEM concepts (Verner et al, 2021).…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Interpersonal skills and STEM career choice of three types of FIRST mentors

Yoel

Dori

2023

J of Engineering Edu

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BackgroundFor Inspiration and Recognition of Science and Technology (FIRST) robotics is an international, extra‐curricular program that fosters young students' interpersonal skills and career choices in science, technology, engineering, and mathematics (STEM). FIRST teams are guided by mentors, about half of whom are also mentees.PurposeTo describe and characterize FIRST mentors and their perceptions of their own interpersonal skills and STEM career choice and identify differences by mentor types and gender.MethodThe study participants included 261 FIRST mentors. A convergent mixed‐methods approach was used. Data was collected quantitatively via questionnaires and qualitatively via interviews. The analysis was guided by the social cognitive career theory (SCCT).ResultsFourteen categories were identified to describe and characterize the FIRST mentors. Nine were based on SCCT and five were new: influence of friends, interpersonal skill, personal contribution, challenges, and mentor‐as‐educator. Differences were found between three types of FIRST mentors: non‐FIRST mentors, graduate mentors, and mentee mentors. The correlations between factors and categories indicated that the mentors' perceptions were consistent with those of the mentees. The FIRST program impacted the STEM career choice of men more than women, and external motivation influenced women more than men.ConclusionsThe FIRST program contributes to developing its graduates' interpersonal skills and affects their STEM career choice. The study provides insights into mentors' influence on mentees' career choices, from which both genders benefit. Making FIRST available in schools as a widespread enrichment program is expected to foster students' STEM career choices, thereby contributing to the human resource reservoir of the high‐tech industry workforce.

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“…Educational Robotics (ER) is an educational resource the use of which helps achieve the aims connected with the development of digital technologies, abilities and skills. Student engagement has been described as active involvement in learning activities that significantly affects learning achievements (Verner et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Educational Robotics: Development of computational thinking in collaborative online learning

et al. 2023

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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 (R 2 ) 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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Characteristics of student engagement in high-school robotics courses

Cited by 7 publications

References 41 publications

Developing SIPCaR projects utilizing modern technologies

Developing SIPCaR projects utilizing modern technologies

Interpersonal skills and STEM career choice of three types of FIRST mentors

Educational Robotics: Development of computational thinking in collaborative online learning

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