The Effect of Integrating an Educational Robot with Hypermedia on Students’ Acquisition of Scientific Concepts: The Case of Fifth-Grade Students

Abstract

<p class="0abstract">This study was designed to reveal the effectiveness of integrating educational robots (ERs) with hypermedia in improving the acquisition of scientific concepts among fifth-grade students in Jordan. The present study utilized a pretest-posttest quasi-experimental design with a control group (CG) and an experimental group (EG). The participants of this study consisted of 50 fifth-grade female students attending a private school in the city of Amman during the 2019/2020 academic year. Participants’ ages ranged between (10-11) years old. The school was selected purposively, and classes were randomly assigned to the EG and the CG. In order to accomplish the aims of this study, a scientific concept test (SCT) was developed and its validity and reliability were ensured. The EG was taught a unit on motion and force by robot and hypermedia instruction, while the CG was taught the same unit by traditional instruction. Data was collected through administration of the presently developed SCT at pretest and posttest points. Then, this data was analyzed through covariance analysis. The findings of this analysis revealed that 66% of the variation in the fifth-grade students’ posttest SCT scores can be ascribed to the effect of teaching method. From this study, one can conclude that the integration of ERs with hypermedia has a positive impact on students’ acquisition of scientific concepts. These results may serve to encourage science teachers to integrate ERs with hypermedia when teaching scientific concepts<span>.</span></p>

Impact of Instruction-based LEGO WeDo 2.0 Robotic and Hypermedia on Students’ Intrinsic Motivation to Learn Science

“…In Turkey, [71] found that robotic education can help high school students with their science performance and enhance students' relationships. In Jordan, [72] found that integrating hypermedia with robots enhances the acquisition of physical concepts among primary students.…”

“…It was reviewed and approved by an expert as it was implemented on a pilot sample. It's effective in acquiring scientific concepts [72]. Each robotic activity contains worksheets, manuals, and reflection tasks.…”

Pembelajaran Bahasa Indonesia Jarak Jauh Bagi Bipa Anak Berbasis Konsep Hipermedia

“…Para Pendidikan secara massif beradaptasi dengan penggunaan teknologi digital dan elektronik dalam proses pembelajaran terutama penggunaan web, media sosial, vlog, serta platform lainnya (Furht, 2006;Klaˇsnja-Milicevi & Ivanovi, 2021). Sektor pendidikan telah mampu beradaptasi mengarah kepada kemajuan dalam penggunaan multimedia, hypermedia, dan robot pendidikan (ER) di beberapa disiplin ilmu (Ajlouni, & Jaradat, 2021).…”

“…Hypermedia merupakan campuran teknologi hypertext dan multimedia yang menyediakan representasi materi pembelajaran yang berbeda dengan navigasi nonlinier. Para peneliti telah menemukan dampak positif pada proses belajar dan mengajar; terbukti dapat meningkatkan kemampuan siswa pemahaman, pemecahan masalah dan keterampilan pemrosesan ilmiah, dan kinerja akademik (Ajlouni & Jaradat, 2021;Ajlouni & Jaradat, 2020;Aksit & Wiebe, 2020;Amin & Swandi, 2017;Abanikannda, 2016;Abanikannda, 2019).…”

The effectiveness of the use of augmented reality-assisted physics e-module based on pedicab to improve mathematical communication and critical thinking abilities

“…Students still find it difficult to understand physics concepts because they consider physics as a subject to memorize formulas. Physical events can actually be described visually, but there needs to be a special method that is expected to be able to explain these events so that they can be understood (Ajlouni & Jaradat, 2021;Rahmawati, Rustaman, Hamidah & Rusdiana, 2018). Students are required to read physics books without being equipped with supporting multimedia (Manurung & Panggabean, 2020;Sadaghiani, 2014).…”