Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning

Abstract

Using educational robots (ERs) to integrate computational thinking (CT) with cross-disciplinary content has gone beyond Science, Technology, Engineering, and Mathematics (STEM), to include foreign-language learning (FL) and further cross-context target-language (TL) acquisition. Such integration must not solely emphasise CT problem-solving skills. Rather, it must provide students with interactive learning to support their target-language (TL) interaction while reducing potential TL anxiety. This study aimed to validate the effects of the proposed method of pair programming (PP) along with question-and-response interaction in a board-game activity on young learners’ CT skills and TL learning across contexts. Two Grade 6 classes, one with 15 students who were studying Chinese as a Second Language (CSL) and the other with 15 students who were studying English as a Foreign Language (EFL), participated in the activity. A series of instruments on achievement assessment, questionnaires on CT skills and TL anxiety, and sequential learning behaviour analysis were used to critically examine the results. The main conclusion is that the EFL group showed better social skills of cooperation on CT and lower TL learning anxiety, while the CSL group demonstrated better problem-solving skills in CT, but presented more behaviours of trial-and-error loops. Results not only contribute suggestions for cross-disciplinary learning but also provide support for cross-context instruction beyond educational coursework.

Effectiveness of collaboration in developing computational thinking skills: A systematic review of social cognitive factors

“…Role ambiguity was reported to have significant negative effects on learning outcomes, which also indicates the importance of clear role assignments (Chuang & Lee, 2021). Switching roles were also shown to increase students' enjoyment in learning CT (Bowden, 2019; Hsu et al, 2022; Zhong et al, 2017), whereas groups assigned with fixed roles performed significantly better than groups assigned with switching roles or no assigned roles in cognitive learning outcomes of CT (Taylor & Baek, 2019; Wang et al, 2023). The studies ( n = 2) also showed that parental involvement is a critical form of collaborative learning activities, suggesting that parents identified themselves as being in different roles, such as observers, coaches, and logistics supporters that mediated the collaborative learning process (Govind et al, 2020; Rocha et al, 2021).…”

“…The importance of learning environmental factors in collaboration for learning CT has been underscored in this review. On a social level, the roles taken by learners, the pairing of learners and interaction among learners can influence CT performance (Hsu et al, 2022). On a situational level, classroom culture, learning tools, task nature and scaffolding strategies may influence students' development of CT using collaboration in a nuanced way.…”