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The impact of robotics assisted programming education on academic success, problem solving skills and motivation

Year 2022, , 47 - 65, 31.01.2022
https://doi.org/10.31681/jetol.1028825

Abstract

Because of their traditional programming structures that have user-hostile interfaces and complicated syntax, programming languages education doesn’t catch students’ attention and most of them find programming difficult and consider it as a job that only professionals can do. In order to minimalize the difficulty and drawback and help students acquire programming skills, programming education must be supported with visual and tangible tools. In this study, effect of robotics assisted programming education on students’ academic success, problem solving skills and motivation was analyzed. In the study, in which quasi-experimental design with pretest-posttest control group, one of the quantitative methods of research was used and the study was carried out on 50 students split into experimental and control groups. Robotics assisted ROBOTC programming education with LEGO® Mindstorms EV3 was carried out with the students of experimental group and for the control group basic C programming education was given. As a result of the data obtained within the scope of the study that lasted for 8 weeks, it was found that academic success, problem solving skills and motivation of students who received robotics assisted programming education were higher than who received robotics unassisted programming education.

References

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Year 2022, , 47 - 65, 31.01.2022
https://doi.org/10.31681/jetol.1028825

Abstract

References

  • Acar, S. (2009). The effects of ARCS motivation strategies on learners academic succeses, permanances of learning, motivations and attitudes in web supported performance based learning (Publication No. 234402). [Doctoral dissertation, Gazi University].YÖK Thesis Center Database.
  • Alimisis, D., & Kynigos, C. (2009). Constructionism and robotics in education. Teacher education on robotic-enhanced constructivist pedagogical methods, 11-26. http://roboesl.eu/wp-content/uploads/2017/08/chapter_1.pdf
  • Atmatzidou, S., Demetriadis, S., & Nika, P. (2018). How Does the Degree of Guidance Support Students’ Metacognitive and Problem Solving Skills in Educational Robotics?. Journal of Science Education and Technology, 27(1), 70-85. https://doi.org/10.1007/s10956-017-9709-x
  • Atmatzidou, S., Markelis, I., & Demetriadis, S. (2008). The use of LEGO Mindstorms in elementary and secondary education: game as a way of triggering learning. In International Conference of Simulation, Modeling and Programming for Autonomous Robots (SIMPAR). Venice, Italy. http://www.dei.unipd.it/~emg/downloads/SIMPAR08WorkshopProceedings/TeachingWithRobotics/atmatzidou_et_al.pdf
  • Avcı, B., & Şahin, F. (2019). The effect of LEGO Mindstorm projects on problem solving skills and scientific creativity of teacher. Journal of Human Sciences, 16(1), 216-230. https://doi.org/10.14687/jhs.v16i1.5658
  • Barak, M., & Zadok, Y. (2009). Robotics projects and learning concepts in science, technology and problem solving. International Journal of Technology and Design Education, 19(3), 289-307. https://doi.org/10.1007/s10798-007-9043-3
  • Barker, B. S., & Ansorge, J. (2007). Robotics as means to increase achievement scores in an informal learning environment. Journal of research on technology in education, 39(3), 229-243. https://doi.org/10.1080/15391523.2007.10782481
  • Becker, B. A. (2016). An effective approach to enhancing compiler error messages. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education(ss. 126-131). ACM. https://doi.org/10.1145/2839509.2844584
  • Beisser, S. R. (2005). An examination of gender differences in elementary constructionist classrooms using Lego/Logo instruction. Computers in the Schools, 22(3-4), 7-19. https://www.tandfonline.com/doi/abs/10.1300/J025v22n03_02
  • Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978-988. https://doi.org/10.1016/j.compedu.2011.10.006
  • Bosse, Y., & Gerosa, M. A. (2017). Why is programming so difficult to learn? Patterns of Difficulties Related to Programming Learning Mid-Stage. ACM SIGSOFT Software Engineering Notes, 41(6), 1-6. https://doi.org/10.1145/3011286.3011301
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  • Castledine, A. R., & Chalmers, C. (2011). LEGO Robotics: An authentic problem solving tool?. Design and Technology Education: An International Journal, 16(3). https://ojs.lboro.ac.uk/DATE/article/view/1661
  • Cavas, B., Kesercioglu, T., Holbrook, J., Rannikmae, M., Ozdogru, E., & Gokler, F. (2012). The effects of robotics club on the students’ performance on science process & scientific creativity skills and perceptions on robots, human and society. In Proceedings of 3rd International Workshop Teaching Robotics, Teaching with Robotics Integrating Robotics in School Curriculum (ss. 40-50). http://www.terecop.eu/TRTWR2012/trtwr2012_submission_06.pdf
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  • Chaudhary, V., Agrawal, V., Sureka, P., & Sureka, A. (2016). An experience report on teaching programming and computational thinking to elementary level children using LEGO robotics education kit. In 2016 IEEE Eighth International Conference on Technology for Education (T4E) (ss. 38-41). IEEE. https://doi.org/10.1109/T4E.2016.016
  • Çukurbaşı, B. (2016). Examine the effect of the problem based learning activities supported via flipped classroom and lego-logo practices on the high school students' success and their motivation (Publication No. 448207). [Doctoral dissertation, Sakarya University].YÖK Thesis Center Database.
  • Çukurbaşı, B., & Kıyıcı, M. (2017). An Investigation of the Effects of Problem-Based Learning Activities Supported via Flipped Classroom and LEGO®-LOGO Practices on the Success and Motivation of High School Students. International Online Journal of Educational Sciences, 9(1). http://dx.doi.org/10.15345/iojes.2017.01.013
  • Danahy, E., Wang, E., Brockman, J., Carberry, A., Shapiro, B. & Rogers, C. B. (2013). LEGO®-based Robotics in Higher Education: 15 Years of Student Creativity. International Journal of Advanced Robotic Systems, 11, 1-15. https://doi.org/10.5772/58249
  • de Raadt, M. (2008). Teaching programming strategies explicitly to novice programmers [Doctoral dissertation, University of Southern Queensland]. https://core.ac.uk/download/pdf/11038092.pdf
  • Denny, P., Luxton-Reilly, A., & Carpenter, D. (2014). Enhancing syntax error messages appears ineffectual. In Proceedings of the 2014 conference on Innovation & technology in computer science education (ss. 273-278). ACM. https://doi.org/10.1145/2591708.2591748
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Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Emre Çam 0000-0001-9413-0292

Mübin Kıyıcı 0000-0001-9458-7831

Publication Date January 31, 2022
Published in Issue Year 2022

Cite

APA Çam, E., & Kıyıcı, M. (2022). The impact of robotics assisted programming education on academic success, problem solving skills and motivation. Journal of Educational Technology and Online Learning, 5(1), 47-65. https://doi.org/10.31681/jetol.1028825

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