Educational robotics : transformative or trendy?

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Abstract/Contents

Abstract: This study investigated the use of robotics activities to teach introductory computer programming. Two conditions, one using physical programmable robots and one us- ing a virtual programmable agent, were used to teach parallel curricular sequences in secondary technology classes. Addressing open questions and inconsistent findings in existing literature, the study examined the comparative effect of each condition on both cognitive and affective outcomes. Instrumentation included assessment items, affective scale measures, semi-structured interviews and queries of participants' back- ground (e.g., prior experience) and demographic information. In general, no main effects of condition were found on cognitive or affective measures. However, signifi- cant effects of gender and other background variables suggest robotics activities used in a general classroom setting may serve to reinforce rather than disrupt existing patterns of differential success and engagement.

Type of resource	text
Form	electronic; electronic resource; remote
Extent	1 online resource.
Copyright date	2011
Publication date	2010, c2011; 2010
Issuance	monographic
Language	English

Associated with	Schatz, Colin Garrett
Associated with	Stanford University, School of Education.
Primary advisor	Shavelson, Richard J, 1942-
Thesis advisor	Shavelson, Richard J, 1942-
Thesis advisor	Barron, Brigid
Thesis advisor	Wineburg, Samuel S
Advisor	Barron, Brigid
Advisor	Wineburg, Samuel S

Genre	Theses

Statement of responsibility	Colin G. Schatz.
Note	Submitted to the School of Education.
Thesis	Thesis (Ph.D.)--Stanford University, 2011.
Location	electronic resource

License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

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