Assessing Computational Thinking, Motivation, and Grit of Undergraduate Students Using Educational Robots

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  • Author(s): Nikolaos Pellas (ORCID Nikolaos Pellas (ORCID 0000-0002-3071-6275)
  • Language:
    English
  • Source:
    Journal of Educational Computing Research. 2024 62(2):620-644.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      25
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Computation; Thinking Skills; Learning Motivation; Academic Persistence; Undergraduate Students; Educational Technology; Robotics; Computer Science Education; Design; Programming Languages; Programming; Skill Development; Internet
    • Accession Number:
      10.1177/07356331231210946
    • ISSN:
      0735-6331
      1541-4140
    • Abstract:
      Educational technologists and practitioners have made substantial strides in developing affordable digital and tangible resources to support both formal and informal computer science instruction. However, there is a lack of research on practice-based assignments, such as Internet of Things (IoT) projects, that allow undergraduate students to design and demonstrate educational robots using digital or physical assistance, especially when it comes to computational thinking (CT) and programming skills development in association with their psycho-emotional experience. This study compares the impact of Scratch and LEGO[R] WeDo robotic kits on students' CT and programming skills development. A quasi-experimental approach was conducted, involving two hundred forty-six participants (n = 246), who were equally divided between Scratch and LEGO[R] WeDo groups. Results indicate that the LEGO[R] WeDo group showed greater improvement in CT and programming skills development, while designing and presenting IoT projects. Nevertheless, no significant association between motivation, grit, and CT skills was observed. The findings highlight the potential of tangible robotics in facilitating students' hands-on learning and enhancing motivation to foster CT and programming skills. This study provides a wide range of implications for instructional designers on how to use tangible robotics to support hands-on IoT projects in computer science courses.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1415125