Students using real programmable robots enjoyed learning more and found the material less difficult than control students¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr1–r2·q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group enjoyed learning significantly more than the control group (t = 3.87; p < 0.01). → Pásztor et al. 2010
q2 i? The control group felt the material more difficult than the experimental group (t = 1.96; p = 0.03). → Pásztor et al. 2010 (2)
Evidence¶
Pásztor et al. 2010¶
Attila PÁSZTOR, Róbert PAP-SZIGETI, Erika LAKATOS TÖRÖK. (2010). Effects of Using Model Robots in the Education of Programming. Informatics in Education, 9(1), 133–140. https://doi.org/10.15388/infedu.2010.09
q2 · i? · causal · r2
Post-test Likert-style questionnaire on enjoyment and difficulty administered to both sub-samples (experimental nexp = 73, control nctrl = 76); the enjoyment difference is reported significant with no printed effect size.
"Members of the experimental group enjoyed learning more than members of the control group (xexp =3 .47; xctrl =2 .96; t =3 .87; p< 0.01)."
Pásztor et al. 2010 (2)¶
Attila PÁSZTOR, Róbert PAP-SZIGETI, Erika LAKATOS TÖRÖK. (2010). Effects of Using Model Robots in the Education of Programming. Informatics in Education, 9(1), 133–140. https://doi.org/10.15388/infedu.2010.09
q2 · i? · causal · r1
Same post-test questionnaire measure of perceived difficulty in the two sub-samples; the article reports the control group rated the material as more difficult, significant at p = 0.03, with no effect size printed.
"the control group's students felt the material more difficult than the experimental group's students (xexp =3 .07; xctrl =3 .35; t =1 .96; p =0 .03)."
Discussion¶
Related Claims¶
- Experimental-group students reported enjoying learning Newton's Laws through game-based projects and wanted the method used in other lessons — related
- Neither experimental nor control groups' programming knowledge developed significantly during the robot-based semester — related
- TAIA students perceived more teacher support for hypothesis generation and argumentation and enjoyed inquiry more; perceived experiment-related support did not differ — related
- Children aged 3-6 in a seven-session educational robotics program showed significantly greater computational-thinking gains than a non-equivalent, non-randomised control group — related
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