Grouping matters in computational robotic activities

作     者：Taylor, Kellie Baek, Youngkyun 

作者机构：Galileo STEM Acad Eagle ID 83616 USA Boise State Univ Dept Educ Technol Boise ID 83725 USA 

出 版 物：《COMPUTERS IN HUMAN BEHAVIOR》 (计算机在人类行为研究中的应用)

年 卷 期：2019年第93卷

页      面：99-105页

核心收录：

学科分类：0402[教育学-心理学(可授教育学、理学学位）] 08[工学] 0812[工学-计算机科学与技术（可授工学、理学学位）] 

主　　题：Computational robotics STEM education Computational thinking Robotics performance Learning motivation towards computer programming Robotics in music composition 

摘      要：This study examines the impact of grouping by gender and group roles on robotics performance, computational thinking skills, and learning motivation towards computer programming. One hundred ninety-one students in fourth and fifth grade completed the project. LEGO Mindstorms EV3 robotics were used to compose and program music in groups of three to four students. The robotics project was completed over the course of fourteen weeks for 1 h each week. Gender-structured groups of all female, all male and mixed female and male were randomly assigned in each class. All groups in participating six classrooms were assigned one of three group roles implementation, which were fixed, rotating and no role. This study is significant towards identifying group scaffolds and supports that can produce benefits for all students in robotic activities. Results indicated that group roles matter when students are working on collaborative robotics projects. Three different implementations of group roles in robotics activities demonstrated an impact on robotics performance scores. Gender composition of the group did not impact groups robotics performance. Group roles also impacted student computational thinking skills, while gender composition of the group still demonstrated no significant difference. Finally, while group roles demonstrated a difference in learning motivation towards computer programming, gender composition demonstrated no difference in learning motivation towards computer programming.