Effective Planning Strategy in Robotics Education: An Embodied Approach
Tuesday, March 7 2:15-2:45 PM
Presider:Mary Webb, King's College London, United Kingdom
To investigate the effectiveness of an instructional strategy for robotics education in an elementary educational setting, this study employed LEGO WeDo as a tool in two types of embodiment conditions, full embodied (FE) vs. low embodied (LE). Each group participated in full-body (FE) and hand- (LE) embodied planning activities before constructing and programming the robotics. The study examined students’ problem-solving abilities across groups and the role of spatial ability. Data showed that the FE group demonstrated better problem-solving skills than the LE group. Spatial ability was positively correlated with problem-solving scores. Results of a self-determination survey suggested that the FE group formed higher expectations for their work than their LE peers throughout the activity sessions.