Effect of educational robotic applications on students' cognitive outcomes

The purpose of this study is to determine the effect of LEGO-based educational applications on students' academic motivation, reflective thinking skill towards problem solving, spatial visualisation, and mental rotation comparatively. This study adopts a quasi-experimental research design with...

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Bibliographic Details
Published in:Behaviour & information technology Vol. 41; no. 15; pp. 3329 - 3345
Main Authors: Koca, Sevde, Çakir, Recep
Format: Journal Article
Language:English
Published: London Taylor & Francis 18.11.2022
Taylor & Francis Ltd
Subjects:
academic motivation
Application
coding and robotics
Cognition
Control groups
Data collection
Education
Educational materials
Groups
Instructional aids
LEGO-based educational apps
Measures
Mental rotation
Middle school students
Motivation
Private schools
Problem solving
Quasi-experimental methods
reflective thinking skill
Research design
Robotics
Rotation
Skills
spatial visualisation
Students
Teaching
Visualization
ISSN:0144-929X, 1362-3001
Online Access:Get full text
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Summary:The purpose of this study is to determine the effect of LEGO-based educational applications on students' academic motivation, reflective thinking skill towards problem solving, spatial visualisation, and mental rotation comparatively. This study adopts a quasi-experimental research design with a control group. We recruited a total of twenty-six sixth graders from a private school. The data collection instruments were Reflective Thinking Skill Scale towards Problem Solving, Academic Motivation Scale, Spatial Visualisation Scale, and Mental Rotation Scale. The experimental process lasted for four weeks. LEGO-based teaching aids were employed in the experimental group, whereas Scratch-based educational applications were used in the control group. Based on the findings, there was an increase in the reflective thinking skill towards problem solving as well as mental rotation and spatial visualisation skills of the students in both groups. However, it has been found that the mean scores of reflective thinking skill towards problem solving and spatial visualisation skills of the experimental group students are higher than those of the control group. We conclude that LEGO-based educational applications have a more positive impact on the development of reflective thinking skill towards problem solving and spatial visualisation skill compared with Scratch-based educational applications. According to our findings, we discuss limitations and provide recommendations for researchers and practitioners.
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ISSN:0144-929X
1362-3001
DOI:10.1080/0144929X.2021.1984580