Exploration of the prospective utilization of educational robotics by preschool and primary education teachers DOI Open Access
Leonidas Gavrilas, Konstantinos Τ. Kotsis, Marianna-Sotiria Papanikolaou

et al.

Pedagogical Research, Journal Year: 2023, Volume and Issue: 9(1), P. em0181 - em0181

Published: Dec. 19, 2023

Educational robotics integrates aspects from various scientific disciplines, encompassing the entire spectrum of science, technology, engineering, and mathematics (STEM) education. Its effective application is heavily reliant on educators tasked with implementing it within a school setting. This study aimed to investigate potential adoption educational among preschool primary education teachers. The involved 191 teachers (62.2%) 115 (37.8%). Data was gathered using structured questionnaire, AKAER, demonstrating strong internal consistency Cronbach’s alpha reliability coefficient α=.892. Educators, irrespective their specialization, gender, or background, acknowledge significance express eagerness incorporate it. A substantial percentage expressed discomfort in related if they had trained not. Nonetheless, more than 70.0% surveyed interest receiving training proficiently integrate into teaching methodologies. To ensure that new generation students can reap benefits modern tools like robotics, closely tied STEM cultivation 21<sup>st</sup> century skills, we must not only supply schools required materials but prioritize provision adequately informed educators.

Language: Английский

Artificial intelligence (AI) learning tools in K-12 education: A scoping review DOI Creative Commons
Iris Heung Yue Yim, Jiahong Su

Journal of Computers in Education, Journal Year: 2024, Volume and Issue: unknown

Published: Jan. 6, 2024

Abstract Artificial intelligence (AI) literacy is a global strategic objective in education. However, little known about how AI should be taught. In this paper, 46 studies academic conferences and journals are reviewed to investigate pedagogical strategies, learning tools, assessment methods education K-12 contexts, students’ outcomes. The investigation reveals that the promotion of has seen significant progress past two decades. This highlights intelligent agents, including Google’s Teachable Machine, Learning ML, Machine for Kids, age-appropriate tools contexts. Kindergarten students can benefit from such as PopBots, while software devices, Scratch Python, which help develop computational thinking algorithms, introduced both primary secondary schools. research shows project-based, human–computer collaborative play- game-based approaches, with constructivist methodologies, have been applied frequently Cognitive, affective, behavioral outcomes, course satisfaction soft skills acquisition reported. paper informs educators appropriate methodologies education, Research implications future directions within context also discussed.

Language: Английский

Citations

43
Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges DOI Creative Commons
Haozhe Jiang, D. Zhu, Ritesh Chugh

et al.

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 16, 2025

Abstract As virtual reality (VR) and augmented (AR) continue to become popular, there remains a noticeable gap in understanding their potential for enriching science, technology, engineering, mathematics (STEM) learning among K-12 students. To address this knowledge gap, study systematically reviewed 117 articles published from 2010 2022 on the basis of technology-based model. Following PRISMA systematic review method, research methods, participants, devices, strategies, advantages challenges each article were coded analyzed. In last six years (i.e., 2017–2022), overall number studies experienced rapid growth. The largest focused VR/AR-supported science learning, followed by integrated STEM learning. Smartphone/tablet-based AR was most widely used while very few dedicated immersive devices. Most elementary school stage, at senior high schools underexplored. Studies tended measure effectiveness VR/AR quantitative methods. Situated task-based game-based strategies include positive impact individual learners teaching processes. contrast, also poses series learners, teachers, schools. face distractions, decreased efficiency effectiveness, diminished inquiry imagination, operational issues, discomfort. Teachers encounter difficulties maintaining classroom control, designing activities, acquiring technical competence, adapting new role facilitating student-centered Schools grapple with costs, inadequate infrastructure, lack private spaces, privacy concerns. Based our findings, we propose agendas enrich along significant implications practitioners effectively intricate implementation fully harness its potential.

Language: Английский

Citations

3
Assessing teacher readiness for educational robotics integration in primary and preschool education DOI
Leonidas Gavrilas, Konstantinos Τ. Kotsis, Marianna-Sotiria Papanikolaou

et al.

Education 3-13, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 17

Published: Jan. 3, 2024

Educational Robotics combines elements of many sciences, covering all fields STEM education. Its successful implementation depends largely on the teachers who will be asked to implement it in a school classroom. This study aimed investigate factors that influence declaration readiness primary and preschool education regarding challenge use educational robotics. The research involved 307 (n = 307) teachers, 191 (62.2%) them were 115 (37.8%) teachers. data was collected using closed questionnaire called AKAER, with Cronbach's alpha reliability coefficient α .924. While benefits robotics are significant, its integration into process requires more than simple hardware setup. It primarily necessitates adequately trained educators. general conclusion is declare difficulty programming issues, while their training can significantly improve degree readiness.

Language: Английский

Citations

7
Direct and indirect instruction in educational robotics: a comparative study of task performance per cognitive level and student perception DOI Creative Commons
Branko Anđić, Mirjana Maričić, Filiz Mumcu

et al.

Smart Learning Environments, Journal Year: 2024, Volume and Issue: 11(1)

Published: March 21, 2024

Abstract Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary education if students are properly instructed. However, there is a lack studies that guide teachers on which type instruction should be used for ER between direct (DI) and indirect (II). As result, present study aims compare two types instructions terms their effect outcomes, students’ perceptions, gender differences. We adopted quasi-experiment comparative research design involving 100 ninth-grade (13–14 years old). collected data through achievement tests perception questionnaires analyzed them using Cochran’s Q-test, Mann–Whitney U -test, independent samples t-test. Results show group II was performed better than those from where DI used. Also, results girls with boys. Furthermore, perceived useful developing collaboration interest STEM. Therefore, supported how use strategically enhance learning.

Language: Английский

Citations

7
Promoting primary school students’ creativity via reverse engineering pedagogy in robotics education DOI
Xiaohong Liu, Jianjun Gu, Li Zhao

et al.

Thinking Skills and Creativity, Journal Year: 2023, Volume and Issue: 49, P. 101339 - 101339

Published: June 2, 2023

Language: Английский

Citations

14
Cultivating Creativity and Improving Coding Skills in Primary School Students via Domain-General and Domain-Specific Learning Scaffoldings DOI Creative Commons
Shih‐Wen Su, Li‐Xian Chen, Shyan‐Ming Yuan

et al.

Education Sciences, Journal Year: 2024, Volume and Issue: 14(7), P. 695 - 695

Published: June 26, 2024

The transformative wave of generative AI is reshaping the creative thinking processes learners, posing a significant challenge to education and industry in cultivating technological literacy creativity. This study delves into exploration how learners can effectively tackle new challenges by deconstructing fragments from macro perspective generating innovative methods or concepts. In Scratch visual programming environment, self-regulated learning mode observed entire functioning projects, facilitating easy disassembly learning, namely using Code Decomposed Learner (CDBL). A total 104 fifth-grade students were divided two scaffoldings: (1) domain-general, top down (CDBL-TD), (2) domain-specific, bottom up (CDBL-BU). Students CDBL-TD group exhibited high degree completion, strong abilities, willingness experiment with unlearned functions. Although there was no difference originality between groups, showcased greater uniqueness designing characters items within game. introduces novel scaffolding, offering instructors tool guide students’ creativity enhance their capabilities.

Language: Английский

Citations

5
Perceived MOOC satisfaction: a review mining approach using machine learning and fine-tuned BERTs DOI Creative Commons
Xieling Chen, Haoran Xie, Di Zou

et al.

Computers and Education Artificial Intelligence, Journal Year: 2025, Volume and Issue: unknown, P. 100366 - 100366

Published: Jan. 1, 2025

Language: Английский

Citations

0
Educational robotics in physics education: a systematic review DOI Creative Commons
Hugo Lotriet,

Patricia M. Gouws

Studies in Science Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 30

Published: Jan. 24, 2025

Language: Английский

Citations

0
Fostering STEM Skills Through Programming and Robotics for Motivation and Cognitive Development in Secondary Education DOI Creative Commons
Iván Torres, Esteban Inga

Information, Journal Year: 2025, Volume and Issue: 16(2), P. 96 - 96

Published: Jan. 31, 2025

This paper seeks to identify the impact of learning programming and robotics in Science, Technology, Engineering, Mathematics (STEM) educational approach. Studying these areas knowledge is important prepare students face contemporary technological challenges. The approach analyzes how establish define curricular content articulated developing critical 21st-century skills within teaching–learning process. A methodological strategy proposed scientific field using historical-descriptive method carry out a literature review bibliometric study, evaluating articles indexed Web Science (WoS) Scopus from 2020 2024. Later, an evaluation carried satisfaction surveys directed eighth-grade teachers Unidad Educativa Fiscal Ciudad de Girón. These address various aspects related context STEM perspective. Consequently, analytic–synthetic revealed that teaching would promote cognitive adolescence, which crucial for building solid foundations concepts. positive on motivation change highlighted by facilitating interaction with technologies applying practical projects

Language: Английский

Citations

0
Exploring the effects of the 6E instructional model on learners’ metacognitive behaviors in 3D modeling DOI
Tien‐Chi Huang,

Yin-Yu Chou,

Ziqing Gao

et al.

International Journal of Technology and Design Education, Journal Year: 2025, Volume and Issue: unknown

Published: March 19, 2025

Language: Английский

Citations

0