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Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning

Using educational robots (ERs) to integrate computational thinking (CT) with cross-disciplinary content has gone beyond Science, Technology, Engineering, and Mathematics (STEM), to include foreign-language learning (FL) and further cross-context target-language (TL) acquisition. Such integration mus...

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Autores principales: Hsu, Ting-Chia, Chang, Ching, Wu, Long-Kai, Looi, Chee-Kit
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9172847/
https://www.ncbi.nlm.nih.gov/pubmed/35686069
http://dx.doi.org/10.3389/fpsyg.2022.888215
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author Hsu, Ting-Chia
Chang, Ching
Wu, Long-Kai
Looi, Chee-Kit
author_facet Hsu, Ting-Chia
Chang, Ching
Wu, Long-Kai
Looi, Chee-Kit
author_sort Hsu, Ting-Chia
collection PubMed
description Using educational robots (ERs) to integrate computational thinking (CT) with cross-disciplinary content has gone beyond Science, Technology, Engineering, and Mathematics (STEM), to include foreign-language learning (FL) and further cross-context target-language (TL) acquisition. Such integration must not solely emphasise CT problem-solving skills. Rather, it must provide students with interactive learning to support their target-language (TL) interaction while reducing potential TL anxiety. This study aimed to validate the effects of the proposed method of pair programming (PP) along with question-and-response interaction in a board-game activity on young learners’ CT skills and TL learning across contexts. Two Grade 6 classes, one with 16 students who were studying Chinese as a Second Language (CSL) and the other with 16 students who were studying English as a Foreign Language (EFL), participated in the activity. A series of instruments on achievement assessment, questionnaires on CT skills and TL anxiety, and sequential learning behaviour analysis were used to critically examine the results. The main conclusion is that the EFL group showed better social skills of cooperation on CT and lower TL learning anxiety, while the CSL group demonstrated better problem-solving skills in CT, but presented more behaviours of trial-and-error loops. Results not only contribute suggestions for cross-disciplinary learning but also provide support for cross-context instruction beyond educational coursework.
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spelling pubmed-91728472022-06-08 Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning Hsu, Ting-Chia Chang, Ching Wu, Long-Kai Looi, Chee-Kit Front Psychol Psychology Using educational robots (ERs) to integrate computational thinking (CT) with cross-disciplinary content has gone beyond Science, Technology, Engineering, and Mathematics (STEM), to include foreign-language learning (FL) and further cross-context target-language (TL) acquisition. Such integration must not solely emphasise CT problem-solving skills. Rather, it must provide students with interactive learning to support their target-language (TL) interaction while reducing potential TL anxiety. This study aimed to validate the effects of the proposed method of pair programming (PP) along with question-and-response interaction in a board-game activity on young learners’ CT skills and TL learning across contexts. Two Grade 6 classes, one with 16 students who were studying Chinese as a Second Language (CSL) and the other with 16 students who were studying English as a Foreign Language (EFL), participated in the activity. A series of instruments on achievement assessment, questionnaires on CT skills and TL anxiety, and sequential learning behaviour analysis were used to critically examine the results. The main conclusion is that the EFL group showed better social skills of cooperation on CT and lower TL learning anxiety, while the CSL group demonstrated better problem-solving skills in CT, but presented more behaviours of trial-and-error loops. Results not only contribute suggestions for cross-disciplinary learning but also provide support for cross-context instruction beyond educational coursework. Frontiers Media S.A. 2022-05-24 /pmc/articles/PMC9172847/ /pubmed/35686069 http://dx.doi.org/10.3389/fpsyg.2022.888215 Text en Copyright © 2022 Hsu, Chang, Wu and Looi. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Hsu, Ting-Chia
Chang, Ching
Wu, Long-Kai
Looi, Chee-Kit
Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning
title Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning
title_full Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning
title_fullStr Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning
title_full_unstemmed Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning
title_short Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning
title_sort effects of a pair programming educational robot-based approach on students’ interdisciplinary learning of computational thinking and language learning
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9172847/
https://www.ncbi.nlm.nih.gov/pubmed/35686069
http://dx.doi.org/10.3389/fpsyg.2022.888215
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