Learning Effects of Pedagogical Robots with Programming in Elementary School Environments in Korea

Park, Innwoo; Kim, Donjeong; Oh, Junghyuk; Jang, Yoonho; Lim, Keol

doi:10.17485/ijst/2015/v8i26/80723

Cited by 18 publications

(7 citation statements)

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“…The appearance of the robots used, similar to that of humans, and the type of programming, which allows the interpretation of certain social behaviors, contribute to this objective. As found in other studies (de Graaf and Allouch, 2013;Park et al, 2015;Efstratiou et al, 2021), there is an increase in the motivation of users-in our case, children in a musical learning context.…”

Section: Discussionsupporting

confidence: 86%

“…An example thereof is the experience carried out by Marques de Andrade et al, 2018, who created a robot for musical keyboards with the aim of providing more creative and interactive educational activities associated with physics teaching. Park et al (2015), in turn, pursued to develop a kind of robot-based learning with programming meant to improve students' creativity and understand satisfaction in primary education classrooms. An instruction strategy was followed in this analysis that helped students to express learning contents about the Korean language, mathematics, and music in the movement of the educational robot with scratch-type programming so that learners could program the robot.…”

Section: Robotics and Music Applied To Education And Other Fieldsmentioning

confidence: 99%

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Social robotics in music education: A systematic review

Martínez-Roig

Cazorla²,

Esteve-Faubel³

2023

Front. Educ.

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IntroductionSocial robotics applied to the educational context deals with proposals that start from the present to shape the future of what training in a specific subject can be. On this occasion, the aim is to investigate the connection between the utilization of social robots and the teaching–learning processes that take place within a formal music education environment at any stage of education.MethodsTo carry out this research, the Preferred Reporting Items for Systematic reviews and Meta-Analysis (PRISMA) model served as a reference to perform a systematic review of articles published in two of the most important scientific databases, Web of Science (WoS) and Scopus, since 2015.ResultsA total of four articles fulfilled the inclusion criteria.DiscussionOur findings attest that social robotics still remains a practically unknown topic. Hardly any experiences have been developed in classrooms. In general, it is considered necessary for education, and more specifically for music, not to be left out of the developments in social robotics. This technology, which is increasingly present in various areas of our society, responds to the objective of defining the 21st century, and musical education is part of it.

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Section: Discussionsupporting

confidence: 86%

Section: Robotics and Music Applied To Education And Other Fieldsmentioning

confidence: 99%

Social robotics in music education: A systematic review

Martínez-Roig

Cazorla²,

Esteve-Faubel³

2023

Front. Educ.

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“…The outcomes of previous studies coincide, in this respect, with the findings of this study. It has been stated that creative thinking skills can be cultivated with programming-based instructional designs for students with a normal skill level (Ataman Uslu et al, 2018;Clements & Gullo, 1984;Kim & Kim, 2016;Kobsiripat, 2015;Pardemean et al, 2011;Park et al, 2015). Design thinking activities in instructional design are claimed to have a significant impact on the high degree of change in gifted and talented students' creativity.…”

Section: Discussionmentioning

confidence: 99%

Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students

Avcu¹,

Er²

2020

INT J EDUC METHODOL

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This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. "Computational Thinking Scale (CTS)", "Torrance Creative Thinking Test (TCTT-Figural)" and "Computer Programming Self-Efficacy Scale (CPSES)" were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties.

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“…In RP studies carried out in the same age group (sixth grade, 11–12 years old) as the participants in the present study, substantial improvements were seen in the participants' computational thinking and programming skills [24], computational thinking and creativity [85], attitudes toward programming and understanding of programming concepts [113], and satisfaction with programming education with robots [94]. Moreover, at the end of RPA performed with pupils aged 3–11 years old, all participants, regardless of their age group, could intuitively learn the basics of programming and were capable of applying these notions into RP [71].…”

Section: Literature Reviewmentioning

confidence: 99%

Comparing the use of block‐based and robot programming in introductory programming education: Effects on perceptions of programming self‐efficacy

Coşkunserçe

2023

Comp Applic In Engineering

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Despite the importance given to providing students with programming skills, there are significant problems in teaching programming, mainly at the entry level. Various programming education tools and methods have been developed to solve these problems in introductory programming education. For this reason, block‐based and robot programming tools are widely used at various education levels, especially at the novice level. Although the advantages of using block‐based and robot programming over classical or text‐based programming methods in introductory programming education have been demonstrated in various studies, the two methods have not been compared in experimental studies. The main purpose of this study was to compare the effects of using block‐based programming and robot programming methods in introductory programming education on students' perceptions of programming self‐efficacy. The results of the study indicated that the perceptions of programming self‐efficacy of the students who used the robot programming method in programming education were significantly more positive than those of the students who used the block‐based programming method. Moreover, the programming self‐efficacy perceptions of the male students who used robot programming in introductory programming education were significantly more positive than those of the female students. After the robot programming activities, the students had more fun with programming and their self‐confidence increased.

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Learning Effects of Pedagogical Robots with Programming in Elementary School Environments in Korea

Cited by 18 publications

References 0 publications

Social robotics in music education: A systematic review

Social robotics in music education: A systematic review

Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students

Comparing the use of block‐based and robot programming in introductory programming education: Effects on perceptions of programming self‐efficacy

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