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Article
Publication date: 22 October 2019

Youngkyun Baek, Dazhi Yang and Yibo Fan

This study aims to investigate the relationship between the personal traits and computational thinking skills of second graders within the context of robotics activities.

Abstract

Purpose

This study aims to investigate the relationship between the personal traits and computational thinking skills of second graders within the context of robotics activities.

Design/methodology/approach

Through literature review, a research model and hypotheses were tested with 122 second graders after robotic activities.

Findings

The hypothesized model showed that learning preference, intrinsic motivation and self-efficacy were the main predictors of coding achievement and computational thinking skills, while no direct relationship was found between learning preference, intrinsic or extrinsic motivation. The final path analysis revealed that intrinsic and extrinsic motivation predict self-efficacy, self-efficacy predicts coding achievement and coding achievement predicts computational thinking skills. Another important finding was the strong impact of self-efficacy on coding achievement, as well as computational thinking skills. Results are interpreted with reference to implications for potential methods of improving computational thinking skills when using robotics in the lower grades in elementary schools.

Research limitations/implications

This study not only examined these relationships but also proposed, tested and built a research model containing a wide range of personal traits based on path analysis and multiple regression analysis, which, to the best of the researchers’ knowledge, has not been investigated in the current literature.

Practical implications

As reflected in the final research model, self-efficacy played an important role in impacting second grader’s coding achievement and computational thinking skills.

Originality/value

Few studies have investigated the various relationships in the context of robotics instruction in elementary schools as in this study. Given the increasing popularity of robotics education in elementary schools, the re-examination and identification of the pivotal role of self-efficacy in predicting second graders’ learning of coding and computational thinking skills have important implications for the implementation of robotics education.

Details

Information Discovery and Delivery, vol. 47 no. 4
Type: Research Article
ISSN: 2398-6247

Keywords

Book part
Publication date: 28 September 2011

Youngkyun Baek is professor of educational technology at Boise State University, USA. He had been teaching since 1991 at Korea National University of Education…

Abstract

Youngkyun Baek is professor of educational technology at Boise State University, USA. He had been teaching since 1991 at Korea National University of Education. Previously, he worked at Korea Educational Development Institute. His research interests are on instructional games, simulation, and mobile devices in education. He has presented several papers at SITE, NECC, AERA, and OECD Expert Meeting on gaming and simulations. Recently, he published two books on educational games and wrote several book chapters. Now he is designing a social network game on global warming and doing a research on intrinsic motivational factors in instructional games.

Details

Transforming Virtual World Learning
Type: Book
ISBN: 978-1-78052-053-7

Book part
Publication date: 28 September 2011

Donguk Cheong, Youngkyun Baek and Hoe Kyeung Kim

This chapter describes pre-service teachers' teaching practices of didactic methods based on cognitive apprenticeship. The purpose of this chapter is to demonstrate…

Abstract

This chapter describes pre-service teachers' teaching practices of didactic methods based on cognitive apprenticeship. The purpose of this chapter is to demonstrate potential of Second Life® as a space for teaching practices of pre-service teachers. The participants were 160 college students who were completing a practicum at Korea National University of Education. These students enrolled in four sections of teaching methods and educational technology, which was one of the requirements for their teaching certificate. The students were placed in groups of three to five students according to their majors. In Second Life, they practiced their teaching and participated in the evaluation of other groups' teaching. They discussed Second Life's potential, such as a space for expanding their teaching experiences and explored possibilities for using it as an environment for teaching practices. The authors believe that readers will find that Second Life can offer a valuable environment to promote pre-teachers' understanding of teaching techniques.

Details

Transforming Virtual World Learning
Type: Book
ISBN: 978-1-78052-053-7

Keywords

Content available
Book part
Publication date: 28 September 2011

Abstract

Details

Transforming Virtual World Learning
Type: Book
ISBN: 978-1-78052-053-7

Book part
Publication date: 28 September 2011

Randy Hinrichs

The part covers the planning process from the perspective of the instructor. Our global set of authors span Europe, Asia, and the Americas. The principle concept is that…

Abstract

The part covers the planning process from the perspective of the instructor. Our global set of authors span Europe, Asia, and the Americas. The principle concept is that the science of learning, the cybergogy, that has emerged in technologies like virtual worlds requires faculty to think in terms of learning archetypes. As faculty plan for activities and ways to manage attention in activity-based learning environments, they will think in terms of building around avatars, engaged in finding things, and responding to critical incidences. In doing so, teaching and learning grows around visual stimulation, engagement, collaborative motivation, personal interest, context in the subject matter, and “contemporarity” of the learning environment. The process for teaching in virtual worlds mirrors other emerging technology. Educators need to lead by example, using the technology themselves to build their expertise. They must garner support from their stakeholders and create and engage in professional development courses that focus on virtual worlds so they can prepare and be prepared for delivering in the environment.

Details

Transforming Virtual World Learning
Type: Book
ISBN: 978-1-78052-053-7

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