Anđić, Branko

Maričić, Mirjana

Mumcu, Filiz

Prodromou, Theodosia

Leoste, Janika

Saimon, Musa

Lavicza, Zsolt

2024-03-21

<p>Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary education if students are properly instructed. However, there is a lack of studies that guide teachers on which type of instruction should be used for ER in STEM between direct (DI) and indirect instruction (II). As a result, the present study aims to compare the two types of instructions in terms of their efect on learning outcomes, students' perceptions, and students' gender diferences. We adopted a quasi-experiment comparative research design involving 100 ninth-grade students (13–14 years old). We collected data through achievement tests and perception questionnaires and analyzed them using Cochran's Q-test, Mann–Whitney U-test, and independent samples t-test. Results show that the group in which II was used performed better than those from the group where DI was used. Also, the results show that girls performed better with DI than boys. Furthermore, students perceived ER as useful for developing collaboration and interest in STEM. Therefore, teachers should be supported in learning how to use II and DI strategically in ER to enhance STEM learning. </p>

Smart Learning Environments, 11(1), p. 1-27

2196-7091

https://hdl.handle.net/1959.11/61256

en

SpringerOpen

Attribution 4.0 International

Direct and indirect instruction in educational robotics: a comparative study of task performance per cognitive level and student perception

Journal Article

Publication