The authors report the robotics methodology also supported social skills such as communication, collaborative work, creativity, autonomy and leadership¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2019 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? The authors interpret the methodology as supporting acquisition of communication, collaborative work, creativity, autonomy and leadership; no separate social-skills measure is reported. → Muñoz-Repiso and Caballero-González 2019

Evidence¶

Muñoz-Repiso and Caballero-González 2019¶

García-Valcárcel Muñoz-Repiso, A., & Caballero-González, Y. (2019). Robotics to develop computational thinking in early Childhood Education. Comunicar, 59, XXVII. https://doi.org/10.3916/C59-2019-06

q1 · i? · causal · r1

Authors' interpretation in the discussion, not a tested result: no social-skills instrument or statistics are reported in the article. Students worked in small groups of 4-5 members collaboratively during sessions.

"The methodology used also supports the acquisition of social skills, such as communication, collaborative work, creativity, autonomy, and leadership."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it
• Communication Skills — outcome: instruction changes it
• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• Peer tutoring benefits extend to the tutors themselves, including confidence, autonomy, leadership, teamwork, and empowerment — related
• Playful embodied robot sessions sustained young children's attention well beyond the planned session length, and children voluntarily invited peers into one-on-one play — related