Pedagogical Research,
Год журнала:
2023,
Номер
9(1), С. em0181 - em0181
Опубликована: Дек. 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.
Journal of Computers in Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Янв. 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.
Education and Information Technologies,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 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.
Education 3-13,
Год журнала:
2024,
Номер
unknown, С. 1 - 17
Опубликована: Янв. 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.
Smart Learning Environments,
Год журнала:
2024,
Номер
11(1)
Опубликована: Март 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.
Education Sciences,
Год журнала:
2024,
Номер
14(7), С. 695 - 695
Опубликована: Июнь 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.
Information,
Год журнала:
2025,
Номер
16(2), С. 96 - 96
Опубликована: Янв. 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
