Educational Robotics intervention on Executive Functions in preschool children: A pilot study

Lieto, Maria; Inguaggiato, Emanuela; Castro, Emanuela; Cecchi, Francesca; Cioni, Giovanni; Dell'Omo, Marta; Laschi, Cecilia; Pecini, Chiara; Santerini, Giacomo; Sgandurra, Giuseppina; Dario, P.

doi:10.1016/j.chb.2017.01.018

Cited by 142 publications

(123 citation statements)

References 30 publications

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“…Regarding the regression coefficients for each task in the test battery, Di Lieto et al (2017) showed a significant positive relationship between EF and a short Bee-Bot intervention training in the same age group as our current study, more specifically visuospatial working memory and inhibition skills. Our study showed a significant relation between the Bee-Bot task and a verbal memory task, which stresses the importance of memory for solving a robotics task.…”

Section: Implications Of the Findingssupporting

confidence: 65%

“…We also found a clear relation with visuospatial abilities and memory. Di Lieto et al (2017) found that the Bee-Bot intervention did not increase visuospatial abilities in itself, but only visuospatial working memory. Therefore, the importance of visuospatial abilities in relation to (working) memory processes are stressed.…”

Section: Implications Of the Findingsmentioning

confidence: 93%

“…Recently, a study investigated the role of programming the Bee-Bot as an intervention to increase EF in children of 5-6 years old (Di Lieto et al, 2017). The children participated in three neuropsychological assessments during pre-and post-test.…”

Section: The Bee-botmentioning

confidence: 99%

See 2 more Smart Citations

Measurement of Executive Functioning Using a Playful Robot in Kindergarten

Urlings

Coppens

Borghans

2019

Computers in the Schools

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We explored the potential of a robotics application in education as a measurement tool of child executive functioning skills. Sixtyfive kindergarteners received assignments to go through a maze with a programmable robot, the Bee-Bot. Via observation we quantified how they solved these tasks. Their performance was successfully aggregated into a latent variable, which was used to predict the outcomes on standardized tasks that measure executive functioning. The latent variable significantly predicted performance on several tasks that measure problem-solving abilities, memory, visuospatial abilities and attention. It did not significantly predict pencil-and-paper tasks that measured visuospatial ability and nonverbal or design fluency. This study showed that it is possible to use a playful robotics task to obtain information on children's ability. We recommend more research on using diverse robots in larger samples with different age groups to further explore the possibilities of robots as a test instrument.

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Section: Implications Of the Findingssupporting

confidence: 65%

Section: Implications Of the Findingsmentioning

confidence: 93%

See 1 more Smart Citation

Measurement of Executive Functioning Using a Playful Robot in Kindergarten

Urlings

Coppens

Borghans

2019

Computers in the Schools

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“…Although educational robotics provides an innovative pedagogy in informal learning environments (Lieto et al, 2017;Padir & Chernova, 2013), previous studies using Lego robotics products have presented divergent findings regarding content knowledge gains and the development of problem-solving skills. Barker and Ansorge (2006) indicated that students who used only Lego robotics products increased their science and technology content knowledge.…”

Section: Arduino-based Educational Robotics Approachmentioning

confidence: 99%

Skill Development and Knowledge Acquisition Cultivated by Maker Education: Evidence from Arduino-based Educational Robotics

Chou

2018

EURASIA J MATH SCI T

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This study investigated elementary school students' learning performances and behaviors in a maker education program. An informal after-school learning environment entitled Robot MakerSpace was created at a public elementary school in Taiwan and 30 grade 5 students voluntarily participated in a 16-week educational experiment. The student participants were randomly divided into two experimental groups. Students in the maker group received weekly educational robotics lessons, whereas those in the nonmaker group only engaged in other after-school learning activities such as homework practice in traditional classrooms. Mixed methods research was used for data collection. An experiment with a pretest-posttest and control group design was employed to measure the students' electrical engineering and computer programming content knowledge and problem-solving skills. In addition, a qualitative approach with an emphasis on filed observation was adopted to evaluate the instructional implementation of the maker education program. The quantitative findings revealed that maker education training significantly improved the electrical engineering and computer programming content knowledge of the students and improved their problem-solving skills. The qualitative findings showed the students required considerable learning support from the instructor such as strategies for software and hardware debugging.

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“…A pesar del potencial efecto preventivo de la intervención temprana, hasta el momento, sólo un núme-ro limitado de estudios han investigado el efecto de la intervención de las funciones ejecutivas en niños en edad preescolar (3-5 años) (Di Lieto et al, 2017;Sonuga-Barke y Halperin, 2011).…”

Section: Antecedentesunclassified

Intervención en Funciones Ejecutivas en Educación Infantil

López

Nieto

Cabezas

et al. 2017

Revista INFAD de Psicología

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RESUMENLas funciones ejecutivas definidas como el conjunto de procesos cognitivos de orden superior que permiten un comportamiento intencional y dirigido hacia un objetivo, son vitales para el éxito en la vida, en la escuela, y en el trabajo. Mejorar las funciones ejecutivas en las primeras etapas es muy importante porque los problemas en el funcionamiento ejecutivo, en la etapa preescolar, predicen los logros cognitivos en etapas posteriores y tienen un papel central en la preparación escolar y en la adquisición de las primeras habilidades académicas. Estudios recientes han encontrado relaciones positivas entre las capacidades de funcionamiento ejecutivo y la preparación de matemáticas en niños en edad preescolar. Igualmente, una extensa bibliografía sugiere una relación inversa entre las funciones ejecutivas y la conducta agresiva en los seres humanos. Por esta razón, el objetivo de la presente investigación es realizar una revisión de los programas y actividades destinados a la mejora de las funciones ejecutivas en la etapa preescolar. Diversas actividades y programas han demostrado mejorar las funciones ejecutivas de los niños, tales como los juegos computarizados, las artes marciales, el yoga, la atención plena y los programas incluidos en el currículum escolar. Los resultados de los estudios realizados sobre la aplicación de algunas de las actividades o programas mencionados son prometedores y sugieren que las diferentes estrategias pueden ser útiles para mejorar las funciones ejecutivas durante el período preescolar.Palabras clave: funciones ejecutivas, educación infantil, intervención, desarrollo, control inhibitorio, memoria de trabajo, flexibilidad cognitiva. ABSTRACTIntervention in executive functions in early childhood education Executive functions defined as the set of higher-order cognitive processes that allow an intentional and directed behavior towards a goal, are vital for success in life, at school, and at work.

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Educational Robotics intervention on Executive Functions in preschool children: A pilot study

Cited by 142 publications

References 30 publications

Measurement of Executive Functioning Using a Playful Robot in Kindergarten

Measurement of Executive Functioning Using a Playful Robot in Kindergarten

Skill Development and Knowledge Acquisition Cultivated by Maker Education: Evidence from Arduino-based Educational Robotics

Intervención en Funciones Ejecutivas en Educación Infantil

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