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Unlocking the power of robots: enhancing computational thinking through innovative teaching methods
Author(s)
Songkram, Noawanit
Upapong, Supattraporn
Ku, Heng Yu
Aulpaijidkul, Narongpon
Chattunyakit, Sarun
Date Issued
January 1, 2024
Type
Article
Abstract
This research proposes the integration of robotic education and scenario-based learning (SBL) paradigm for teaching computational thinking (CT) to enhance the computational abilities of primary school students, based on digital innovation and a teaching assistant robot acceptance model. The sample group consisted of 532 primary school teachers and 33 first-grade students in Thailand. The study demonstrated that a causal model was consistent with the empirical data (Chi-square = 216.06, df = 262, p = 0.000, GFI = 0.98, AGFI = 0.95, RMR = 0.018, RMSEA = 0.000). The result found that “Facilitating Conditions’ have a positive effect on “Perceived Usefulness’ (β = 0.19), “Subjective Norm Conformance” influences “Perceived Usefulness’ (β = 0.49), “Perceived Ease of Use” influences “Perceived Usefulness’ (β = 0.26), “Perceived Usefulness’ influenced “Attitudes Toward Technology” (β = 0.12), “Attitudes Toward Technology” influenced “Behavioral Intention” (β = 0.88), and “The Facilitating Conditions’ had an inverse effect on “Behavioral Intention” (β = −0.16). Moreover, teaching assistant robots for primary school students were developed, which consist of: (1) characteristics and components of teaching assistant robots, namely the central processing unit, driving system, wheels, recognition part, display and sound section, power supply, etc. and (2) seven scenario-based learning activities designed to guide teachers, instructors, and educators to effectively implement a robot aimed at improving young students’ computational thinking abilities.
Citation
Interactive Learning Environments, 32(10), 7604-7621, 2024