Collaborative behavioural patterns of elementary school students working on a robotics project.
Background: Educational robotics (ER) is a means of teaching technology and engineering to students that offers an active learning environment by encouraging them to create meaningful and unique products. ER also gives students the opportunity to work collaboratively. Objectives: In this study, elem...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 4; pp. 1018 - 1033 |
|---|---|
| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2022
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=157845800&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 157845800 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2022 vid: 38 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 157845800 155717766 157845800 157845800 10.1111/jcal.12659 157845800 ppf: 1018 ppct: 15 formats: tig: atl: Collaborative behavioural patterns of elementary school students working on a robotics project. aug: au: Sisman, Burak Kucuk, Sevda Ozcan, Neslihan affil: Department of Computer Education & Instructional Technology, Hasan Ali Yucel Education Faculty, Istanbul University‐Cerrahpasa, Istanbul, Turkey sug: subj: Students, Elementary Psychosocial Factors Child Behavior Collaboration Robotics Human Qualitative Studies Content Analysis Female Male Child Videorecording Data Analysis Software Child: 6-12 years Female Male ab: Background: Educational robotics (ER) is a means of teaching technology and engineering to students that offers an active learning environment by encouraging them to create meaningful and unique products. ER also gives students the opportunity to work collaboratively. Objectives: In this study, elementary school students' behavioral patterns were explored while they were working on a collaborative robotics project. Additionally, behavioral patterns of higher‐achievement and lower‐achievement groups were compared. Methods: The participants of the study were a total of 18 students (aged 10–12), including 17 males and 1 female. A problem‐based robotics competition was designed within the scope of the study. The students were asked to design and program a robot based on certain rules in groups within four weeks for this competition. All robot design processes and the competition were video‐recorded. Quantitative content analysis and lag‐sequential analysis methods were used to analyze students' behaviors. Results and Conclusions: The results showed that ER improves collaborative learning, and behaviors in the contributing and planning categories were the dominant behaviors during the robotics project development. Grouping skills of higher‐achievement groups were better. Based on the significant collaborative behavioral patterns that emerged from the study, implications were discussed in terms of theoretical insights and collaborative educational robotics practices. Lay Description: What is already known about this topic: Studies have shown that educational robotics (ER) has a potential impact on students' collaborative learning (CL).Communication and collaboration skills stand out among the 21st century skills that students need to have.Knowledge‐construction behaviours are very important in CL, and researchers have conducted studies to determine behavioural patterns in different technological environments.Previous studies have highlighted the importance of understanding students' behavioural patterns in technology‐assisted learning environments. What this paper adds: This study aims at comprehensively examining collaborative behavioural patterns of elementary school students working on a robotics project.The results showed that behaviours in the contributing and planning categories were the dominant behaviours.Grouping skills of higher achievement groups were better. Implications for practice and/or policy: Our results suggest that ER activities can improve students' co‐regulation skills by supporting the problem‐solving process.ER could be considered as a tool able to contribute to collaborative learning.By using problem‐based collaborative educational robotic activities, students' interactions with their peers can be strengthened.Students' grouping skills should be taken into consideration when establishing groups in ER activities. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|