Journal of Computer Assisted Learning, Год журнала: 2025, Номер 41(3)
Опубликована: Май 5, 2025
ABSTRACT Background Based on the embodied cognition perspective, interdisciplinary hands‐on learning combines several disciplines, such as science, technology, engineering and mathematics (STEM), to improve students' capacity solve real‐world problems. Despite popularity of learning, particularly six‐phase 6E model, more studies that include longer instructional durations, rigorous study designs participants who understand basic STEM knowledge skills are required validate this type learning's effects student performance. Objectives This developed an robotics activity using a non‐equivalent pretest–posttest control group design examined its high school Methods We 20 classes (1000 min) for 80 students. The experimental (EG) ( n = 54) received complete model phases, whereas (CG) less phases. All students were taught build robotic hand through practice before completing robot‐controlling task involved human‐computer interaction used image recognition techniques from artificial intelligence. Results Conclusions findings demonstrate all knowledge, motivation creativity increased after course. Remarkably, only if pretest scores tests lower in EG did they outperform CG these posttests. finding highlights importance offering support lack prior knowledge. demonstrated greater than group. implications incorporating into model's specific phases discussed.
Язык: Английский