Computational concepts (sequences, loops, conditionals, parallel execution, events, robot programming) improved significantly versus control¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Design limits · Sáez-López 2019: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-28)

Subclaims¶

q2 i? Mann–Whitney U tests showed significant improvements over the control group in all six computational-concept indicators (all asymp. sig. .000). → Sáez-López 2019

Evidence¶

Sáez-López 2019¶

Sáez-López, J.-M., Sevillano-García, M.-L., & Vazquez-Cano, E. (2019). The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot. Education Tech Research Dev, 67, 1405–1425. https://doi.org/10.1007/s11423-019-09648-5

q2 · i? · causal · r2

Participant-observation estimation scale (24 items) compared via Mann–Whitney U; e.g. robot programming mean rank 82.58 (experimental) versus 19.58 (control), Z = −8.957, sig. .000. More than 60% of robot-programming evaluations were good or excellent.

"There was an improvement over the control group in the understanding of sequences, loops, conditionals, parallel execution, events and robotic use, as shown by the Mann–Whitney U test (Fig. 6 and Tables 6, 7 and 8)."

Discussion¶

Related Claims¶

• Collaborative knowledge construction episodes are significantly longer in the conceptual physics task but almost three times more frequent in the robotics task — related
• The robotics task prompted longer group-level regulation of emotion–motivation than the conceptual physics task — related
• Group-level cognitive regulation occurs significantly more in the conceptual physics task than in the robotics task — related