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This paper explores the significant role of 3D printing and digital applications in enhancing science, technology, engineering, and mathematics (STEM) education in both general and special schools. With the advent of the Fourth Industrial Revolution, the integration of these technologies into educational systems has become increasingly critical. This study reviews various study works that demonstrate how 3D printing technology enriches learning by fostering critical thinking and problem-solving skills and offering a more interactive and engaging educational experience. Special attention is given to its impact in special education, where it facilitates inclusive learning and aids in creating tailored educational tools. A case study from a vocational high school in Greece is presented, showcasing the successful implementation of a 3D printing and educational robotics club. This club highlights the practicality and effectiveness of 3D printing in enhancing student engagement and learning outcomes. The paper concludes by emphasizing the transformative potential of 3D printing in preparing students for future challenges and advocating for its wider adoption in STEM education. [ABSTRACT FROM AUTHOR]

Various researchers have reported that learners still have a limited conceptual knowledge of linear motion which may affect their learning achievement and motivation towards this subject matter. For this purpose, an investigation was conducted to find out the effect of the Project-Based Learning (PBL) approach with educational robotics on senior students' conceptualunderstanding of linear motion and learning motivation. This study used a quasi-experimental non-equivalent group design with a quantitative research approach. Participants were 78 senior students selected purposively from one school whose teachers have been trained on PBL by Rwanda Quality Basic Education for Human Capital Development project. A linear motion achievement test and a 5-point Likert motivation scale questionnaire were administered to the same groups of students. Descriptive and inferential statistics were used to analyse data quantitatively using Ms Excel and SPSS. Results have shown that students who were taught through PBL had more motivation toward learning linear motion and conceptualized better linear motion. The study recommends implementing Project-Based Learning (PBL) approaches, including educational robotics, and providing professional development for teachers to improve senior students' conceptual understand and motivation in linear motion. [ABSTRACT FROM AUTHOR]

Introduction: Prior research has documented students' struggles in conceiving of angle and angle measurement, which may stem from textbook and curriculum representations of angles as static. In this study, we examined grade 3-5 students' mathematical thinking of angle during an educational robotics task implemented within a making space learning environment in a school setting (i.e., hybrid making space). Methods: Our analysis included 19 video recordings of six groups of students in grades 3-5. Results: Results from this study demonstrate how students negotiated a shared understanding of angle through multiple epistemic tools (e.g., gestures, bodily actions, language) that were situated and contextualized within the task. This included developing a shared language, conceptualizing angle as a dynamic entity, and perceiving angle through directionality and degree measures. Discussion: We contend that learning experiences within a hybrid making space provide young students with opportunities to engage in mathematics as a social phenomenon and human activity. [ABSTRACT FROM AUTHOR]

Robotics education is considered a valuable tool for the development of cognitive and interpersonal skills. It is highly valued as a part of STEM education as it allows a collaborative learning environment that supports skills such as creativity, critical thinking, algorithmic thinking and problem solving. Considering the value of robotics education, a robotics program was developed using the STEM framework. This study investigates the effects of this STEM-based educational robotics program on preschool students' creative thinking skills. A mixed design approach was utilized for the study. The Torrance Creative Thinking Test was used before and after the program as well as one-on-one semi-structured interviews to investigate students’ creative thinking. Results of the study suggest that the participants' creative thinking general scores and fluency subscale scores increased significantly. In addition, it has been observed that students were able to establish relationships between concepts during the program and reflected algorithmic thinking skills in their designs. [ABSTRACT FROM AUTHOR]

In light of the growing diversity of students in the classroom, there is a pressing need to address the potential for discrimination against minorities, arising from cultural, socioeconomic, special needs, learning styles, and other differences. It is, therefore, essential to establish inclusive learning environments that guarantee equitable learning outcomes for all children and young people. This study aims to determine the impact of educational robotics (ER) in promoting emotional, cognitive, and social inclusion attributes through active methodologies among secondary students in public institutions. The applied methodology is composed of elements typical of active methodologies implemented in education and cited in the theoretical framework. The instruments employed to measure the classroom intervention process across various stages demonstrated a gradual improvement in the reference attributes of inclusive education. The findings suggest that ER can serve as a valuable tool for promoting inclusion in diversity contexts. [ABSTRACT FROM AUTHOR]

The pervasiveness of technologies leads us to talk about a code society. From an educational point of view, coding, computational thinking, and educational robotics are an open possibility. Nevertheless, new elements such as artificial intelligence are rapidly changing educational technology perspectives. In this work, we will analyze school policies and theoretical bases in order to understand if, and under what kind of, condition coding, computational thinking, and educational robotics still represent the qualifying elements of a framework for digital literacy and digital citizenship. [ABSTRACT FROM AUTHOR]

THE «ROBOTICS INTEREST QUESTIONNAIRE» (RIQ): A TOOL TO DETECT FACTORS UNDERLYING ROBOTICS TEACHING Abstract The growing interest of the scientific and educational community in Educational Robotics (ER) is linked to the need to develop digital skills and computational thinking in the younger generation. Through ER it is possible to train multiple cognitive skills and not only programming skills. To this end, it is decisive to outline a new competence profile for teachers that can influence this aspect by activating ER training courses. The paper presents the «Robotics Interest Questionnaire» (RIQ), a validated questionnaire in Italian able to measure with some precision the factors involved in teaching robotics, and discusses the data collected on teachers of all levels (823 teachers). The results provide normative values useful, for example, to allow the diagnostic use of the RIQ in the startup phase of teacher training, in order to hypothesize the level possessed by the participants and orientate the didactic design and the content-methodological choices of the intervention, as well as the final evaluation of the training outcomes thanks to its ability to highlight, when used before and after, improvements in the dimensions investigated: knowledge and interest, sense of self-efficacy, problem solving and collaboration.

Educational Robotics has emerged as a multidisciplinary field integrating Information and Communication Technologies, Engineering, and Artificial Intelligence areas in education. Furthermore, Educational Robotics offers an innovative approach to teaching and learning by incorporating the construction and programming of robots. However, the small number of platforms for sharing Educational Robotics Learning Objects with a large amount of well-described metadata poses a challenge for efficient search and retrieval of relevant educational content. This study presents an architecture for data processing and ingestion in the RepositORE system, a Learning Objects Repository for Educational Robotics that stores educational content and associated metadata based on the Dublin Core standard. Based on microservices architecture, the proposed system aims to facilitate the location and reuse of learning objects by adapting the RepositORE system to work as a client service. The theoretical framework explores the concepts of learning objects, repositories, and the significance of Educational Robotics in education, and reviews related works. The proposed architecture and system can potentially enhance the accessibility and discoverability of Educational Robotics Learning Objects, fostering effective teaching and learning experiences. [ABSTRACT FROM AUTHOR]

Computational Thinking has been recognized as an essential skill to be developed in individuals of the 21st Century. Various initiatives worldwide have been proposed to establish the most effective educational strategies and resources to support the development of these skills. With the publication of the Standards for Computing in Basic Education in Brazil (Complement to the National Base Common Curricular), Computer Science is expected to be taught as a fundamental science from Early Childhood Education to High School. In this context, this study presents the results of the students’ learning and the usability evaluation of the ThinkCarpet: an interactive educational robotics artifact built using alternative materials and Arduino, with the purpose of aiding in the development of the concept of algorithms in students from Middle School. Regarding the students’ learning, an average of 93.75% of valid solutions was observed for the algorithms validated through the use of the ThinkCarpet. In contrast, only 62% of valid solutions were identified in activities outside the proposed resource. As for the results of the application of the System Usability Scale (SUS), the results show a score of 83.59, which classifies the ThinkCarpet as excellent in a realistic scenario. [ABSTRACT FROM AUTHOR]

ChatGPT (GPT-3.5), an intelligent Web-based tool capable of conducting text-based conversations akin to human interaction across various subjects, has recently gained significant popularity. This surge in interest has led researchers to examine its impact on numerous fields, including education. The aim of this paper is to investigate the perceptions of undergraduate students regarding ChatGPT's utility in academic environments, focusing on its strengths, weaknesses, opportunities, and threats. It responds to emerging challenges in educational technology, such as the integration of artificial intelligence in teaching and learning processes. The study involved 257 students from two university departments in Greece—namely primary and early childhood education pre-service teachers. Data were collected using a structured questionnaire. Various methods were employed for data analysis, including descriptive statistics, inferential analysis, K-means clustering, and decision trees. Additional insights were obtained from a subset of students who undertook a project in an elective course, detailing the types of inquiries made to ChatGPT and their reasons for recommending (or not recommending) it to their peers. The findings offer valuable insights for tutors, researchers, educational policymakers, and ChatGPT developers. To the best of the authors' knowledge, these issues have not been dealt with by other researchers. [ABSTRACT FROM AUTHOR]

Educational robotics has been adopted to create interactive and engaging learning environments to develop computational thinking (CT) in K-12 learners. This study systematically examined 22 peer-reviewed empirical research articles on the use of educational robotics to develop CT in young learners (pre-kindergarten to 6th grade) published between 2012 and 2021. The findings revealed that using robotics activities to develop CT has mostly been studied in the formal education settings with the duration of robotics curricular activities ranging from 80 minutes to 24 hours. The five CT skills studied most often include Sequencing, Conditionals, Loops, Debugging, and Algorithmic Thinking. The different versions of LEGO Mindstorms are the most frequently adopted robotic kits in the examined studies. The most frequently adopted learning and instructional strategies in the robotics activities include collaborative learning, project-based learning, and embodied learning. This paper identified and discussed developmentally appropriated CT skills, robotics kits, and pedagogical approaches suitable for supporting CT development in young learners. The findings can guide educators and instructional designers for future robotics activity design and development endeavors. This paper also identified gaps in the current research and recommended directions for advancing research in adopting robotics to develop CT in young learners. [ABSTRACT FROM AUTHOR]

In today's conditions, the needs of the labor market are changing in parallel with technological developments and the need for individuals trained in STEM is increasing. For this reason, it is a priority to increase the skills and awareness of teachers who will guide individuals trained in the field of STEM. In this study, a STEM training with educational robotics applications was designed for classroom teachers. The education included theoretical and practical STEM instruction conducted by expert academicians, utilizing next-generation educational robotic kits to facilitate sample STEM activities. The primary aim was to equip teachers with skills aligned with the elementary school curriculum, emphasizing a focus on STEM learning outcomes. As a result of the training, teachers were able to develop their own STEM activities. The study, which was modeled with a one-group pretest-posttest research design, examined the changes in the attitudes towards STEM and STEM awareness of the participants as a result of the STEM education they received. In conclusion, it is observed that the participants' attitudes towards STEM education and their awareness of STEM have increased by the end of the education. Additionally, the participants believe that STEM educational activities should be included in the curriculum. [ABSTRACT FROM AUTHOR]

Background: Despite its obvious relevance to computer science, computational thinking (CT) is transdisciplinary with the potential of impacting one's analytical ability. Although countless efforts have been invested across K‐12 education, there is a paucity of research at the postsecondary level about the extent to which CT can contribute to sustainable learning outcomes. Objectives: The current study examines how a series of Arduino‐based robotics learning activities capture the fuller essence of concepts related to CT. Methods: College students (n = 50) completed a series of six robotics learning activities. Think‐alouds, student reflections and performance scores were used to assess students' CT through a robotics challenge in virtual and physical learning environments. Results and Conclusions: Students verbalized CT concepts related to algorithmic thinking much more than abstraction, problem decomposition and testing and debugging. Students exposed to active learning performed better in a virtual robotics challenge compared to their peers in a traditional‐oriented classroom. Students' scores on the physical robotics challenge increased as a function of the number of references they made to CT concepts during the think‐alouds. It is possible to design pedagogical experiences that tap into various dimensions of CT at incremental levels of complexity through a series of Arduino‐based robotics activities. With the integration of an online simulation, students can visualize and transfer their CT skills between a virtual and physical learning environment, thus leading to more sustainable learning outcomes. Lay Description: What is already known about this topic: Computational thinking (CT) is the conceptual foundation for problem‐solving.CT shifted from unplugged to plugged activities.CT concepts can be fostered through educational robotics. What this paper adds: A multi‐dimensional approach to assessing CT.Applications of CT provide insights into skill transfer.An integrative theoretical approach to study the 'how' and the 'what' of CT. Implications for practice: Educational robotics activities can cater to a fuller range of CT skills.Virtual simulations with constructive feedback are beneficial for students in traditional settings.Mixed learning environments contribute to making links between lectures and labs. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Production Engineering / Revista Brasileira de Engenharia de Produção is the property of Brazilian Journal of Production Engineering and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Community Service & Empowerment is the property of Journal of Community Service & Empowerment and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper seeks to understand the impact of a training program on 19 pre-service primary school teachers' perceptions towards educational robotics (ER). The training program is based on a reflective process of design and implementation of a learning scenario during the practicum, using a pre-experimental design. Quantitative data were collected through a questionnaire applied at three moments of the intervention: pre-intervention, post-intervention 1 (19 weeks after), and post-intervention 2 (37 weeks after). The results show that the features of the proposed training program positively influenced the pre-service teachers' (PST) perceptions towards ER. Experiencing curricular integration of ER and participation in a reflective process of learning scenario design positively influenced their perceptions in post-intervention 1. After experiencing the integration of ER in the practicum class, PST adjusted their positive perceptions in post- intervention 2. PST also displayed a decrease in neutrality in their perceptions in post-intervention 1 and post-intervention 2. Given the limited sample, it's not possible to generalize these results, however they have implications for initial teacher training programs dedicated to technology integration. PST must be allowed to confront their preconceived perceptions of integrating technology into teaching and learning processes with the reflective process of designing and implementing a lesson plan that integrates technology during the practicum. [ABSTRACT FROM AUTHOR]

IntroductionPrior research has documented students’ struggles in conceiving of angle and angle measurement, which may stem from textbook and curriculum representations of angles as static. In this study, we examined grade 3-5 students’ mathematical thinking of angle during an educational robotics task implemented within a making space learning environment in a school setting (i.e., hybrid making space).MethodsOur analysis included 19 video recordings of six groups of students in grades 3-5.ResultsResults from this study demonstrate how students negotiated a shared understanding of angle through multiple epistemic tools (e.g., gestures, bodily actions, language) that were situated and contextualized within the task. This included developing a shared language, conceptualizing angle as a dynamic entity, and perceiving angle through directionality and degree measures.DiscussionWe contend that learning experiences within a hybrid making space provide young students with opportunities to engage in mathematics as a social phenomenon and human activity.

Educational robots offer a platform for training aspiring engineers and building trust in technology that is envisioned to shape how we work and live. In education, accessibility and modularity are significant in the choice of such a technological platform. In order to foster continuous development of the robots as well as to improve student engagement in the design and fabrication process, safe production methods with low accessibility barriers should be chosen. In this paper, we present Robotont 3, an open-source mobile robot that leverages Fused Deposition Modeling (FDM) 3D-printing for manufacturing the chassis and a single dedicated system board that can be ordered from online printed circuit board (PCB) assembly services. To promote accessibility, the project follows open hardware practices, such as design transparency, permissive licensing, accessibility in manufacturing methods, and comprehensive documentation. Semantic Versioning was incorporated to improve maintainability in development. Compared to the earlier versions, Robotont 3 maintains all the technical capabilities, while featuring an improved hardware setup to enhance the ease of fabrication and assembly, and modularity. The improvements increase the accessibility, scalability and flexibility of the platform in an educational setting.

The relevance of the study on teaching robotics in primary school is due to the digitalization trends of modern society and the need to prepare children for a new technological era. The objective of the study is to identify what organizational, administrative and pedagogical conditions are necessary to make teaching robotics eff ective in primary school. The article hypothesizes that educational robotics taught as an extracurricular educational activity prompts personal development of younger schoolchildren only if the school has an inspiring and creative atmosphere, and the relationships between the participants of the educational process are based on the principles of cooperation pedagogy. Participants: second grade students (n = 80) of “Governor’s Engineering Lyceum No. 102” Ulyanovsk, aged from 7 to 9 (M=8.3 years, SD= 0.458), 52.5% – boys, 47.5% – girls. Methods (tools). A set of diagnostic techniques was used to assess the pedagogical eff ectiveness of educational robotics: the “Magic Flower” technique (M. R. Ginzburg) was used to identify students’ dominant type of motivation; the “Sequence of Events” technique (A. N. Bernstein) was used to assess intellectual abilities, logical thinking, generalization abilities; parents (n=80) were surveyed with the help of the questionnaires “The Map of Giftedness” (Robert F. DeHaan, Jack Kough) and “Diagnostics of Creative Abilities” (F. Tutl, L. Becker) to assess the creative potential of children, the expression of their abilities and inclinations for various types of activities. In order to identify the organizational, administrative and pedagogical conditions for the eff ectiveness of educational robotics, interviews were conducted with primary school teachers (n=18); additionally, such methods as participant observation and the analysis of pedagogical experience were used. Results. The pedagogical impact of teaching robotics to younger schoolchildren was revealed. The methodological, psychological, pedagogical, organizational and administrative conditions for the eff ectiveness of teaching robotics in primary school were determined. The main conclusions. Robotics in primary school can be taught as both an educational and extracurricular activity. To identify and develop the abilities of students in the fi eld of technical design, an educational organization needs an innovative material base, methodological support, and a suffi cient level of professional competence of the teaching staff . Cooperation between schools, institutions of additional education and high-tech enterprises is recommended. It is important that the interaction between the participants of the educational process is built on the principles of cooperation pedagogy in order to stimulate the creative activity of students and motivate them to participate in exhibitions and project competitions.

Abstract 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 effect on learning outcomes, students’ perceptions, and students’ gender differences. 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.

Abstract Educational robotics, as emerging technologies, have been widely applied in the field of STEM education to enhance the instructional and learning quality. Although previous research has highlighted potentials of applying educational robotics in STEM education, there is a lack of empirical evidence to investigate and understand the overall effects of using educational robotics in STEM education as well as the critical factors that influence the effects. To fill this gap, this research conducted a multilevel meta-analysis to examine the overall effect size of using educational robotics in STEM education under K-16 education based on 30 effect sizes from 21 studies published between 2010 and 2022. Furthermore, we examined the possible moderator variables of robot-assisted STEM education, including discipline, educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition. Results showed that educational robotics had the moderate-sized effects on students’ STEM learning compared to the non-robotics condition. Specifically, educational robotics had moderate-sized effects on students’ learning performances and learning attitudes, and insignificant effects on the improvement of computational thinking. Furthermore, we examined the influence of moderator variables in robot-assisted STEM education. Results indicated that the moderator variable of discipline was significantly associated with the effects of educational robotics on STEM learning. Based on the findings, educational and technological implications were provided to guide future research and practice in the application of educational robotics in STEM education.

AbstractThe researchers developed an Integrated Constructive Robotics in Education (ICRE) model that represents a pioneering framework designed to revolutionize educational landscapes by integrating robotics into pedagogical settings. This research introduces the ICRE model, elucidating its multifaceted dimensions and envisioning its profound impact on educational paradigms. The ICRE model emerges as a comprehensive framework that amalgamates constructivist principles with robotics technology, fostering an environment conducive to active, experiential learning. Anchored in constructivist pedagogy, the model accentuates hands-on, immersive experiences where students engage in designing, programming, and manipulating robots. This tactile engagement not only stimulates curiosity but also empowers students to witness direct outcomes, cultivating a profound sense of agency and ownership in their learning journey. Central to the ICRE model is its versatility, catering to interdisciplinary activities that transcend conventional disciplinary boundaries. By nurturing a deeper conceptual understanding and honing higher-order cognitive skills within Science, Technology, Engineering, and Mathematics (STEM) subjects, the model serves as a catalyst for holistic development. The transformative potential of the ICRE model extends beyond technical skill acquisition, encapsulating motivational, cooperative, and creative dimensions. It addresses gender disparities within STEM education, endeavoring to mitigate gaps in interest and skills. Furthermore, the ICRE model emphasizes the importance of teacher training, equity in access, and collaboration between educators, researchers, and industry professionals. This paper unfolds a detailed conceptual framework of the ICRE model, articulating its core principles, applications, and implications. It navigates through its developmental journey, positing future trajectories and recommendations for its sustained evolution.

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 effect on learning outcomes, students' perceptions, and students' gender differences. 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. [ABSTRACT FROM AUTHOR]

Neurodevelopmental disorders (NDD) are a group of conditions affecting children's neurodevelopment with consequences on personal, social, and educational functioning. Social robots have been used in the rehabilitation of children with NDD with encouraging results on learning outcomes. This study aims at understanding how a social robot should act to support caregivers during the rehabilitation of children with NDD. Through a Design-Based-Research approach, we investigate this question by considering the point of view of the most concerned and expert people, i.e., children with NDD and their caregivers. We present here the collaborative and iterative design of R2C3, a social robot used to support caregivers and children during rehabilitation sessions in a learning-by-teaching scenario. 27 caregivers and 6 children participated in the iterative design and/or the evaluation of R2C3, that resulted in the development of a Wizard-of-Oz interface and a library containing 120 robot behaviors. We then studied how caregivers used such behaviors during the rehabilitation sessions. We found they mainly used the robot to provide positive reinforcements to children, to elicit their reflection and knowledge toward shared handwriting activities, and to support children's error acceptance. However, the utilization of Positive Reinforcement by caregivers tends to decrease significantly as the sessions progress. [ABSTRACT FROM AUTHOR]

The proposed paper critically explores the implications of digital educational tools on teaching processes rather than on learning processes by analysing interviews with teachers who have used the NAO robot in three schools near Bologna, within the European project EDUROB (2016-2018). The use of this instrument is considered to be affected by the whole socio-technical milieu (the “classrooms”), which includes cultural assumptions about digital artefacts. Hence, our hypothesis is that teachers play a key role in transmitting pre-assumed beliefs and concerns about technology to students, especially if training courses for all the teacher-users are not guaranteed. As an example of possible critical consequences from a lack of training, the authors underline “non-expert” teachers’ tendency to use the NAO robot as an assistant in doing their job. In these cases, teachers unintentionally convey to students interpretations of this technology that are likely to be far from the expected ones. Here, the role of the robot ranges from a tool for enhancing education to an “entertainer”. [ABSTRACT FROM AUTHOR]

Teachers' self-efficacy in managing classrooms is an important consideration when it comes to bringing educational robots to classrooms. Orchestration tools support teachers by providing awareness indicators of students' progress as well as levers to control the flow of the lesson. We designed and evaluated the impact of an orchestration tool for a series of robot-based learning activities to teach a basic concept in mathematics to children, aged 7-10. Six teachers in primary schools across Switzerland used the orchestration tool to manage the activities in six sessions involving a total of ninety-one students. We observed teachers' usage of the orchestration tool during the sessions and interviewed them after the sessions about the usefulness of these functionalities. Our findings show that even though teachers used the tool in different ways from each other, in general, it supported them in their classroom orchestration practices, mainly to manage the activity sequence and get aware of the robot technical failures and, to a lesser degree, get aware of students' progress for the purpose of activity transitions and enriching class discussions. We discuss the theoretical implications of these results, relating our findings to the literature on classroom orchestration tool design, especially highlighting the importance of educational level and the type of learning technology as contextual factors affecting teachers' usage of orchestration tools. We also provide implications for designing orchestration tools, focusing on the necessity of providing different types of awareness indicators and multiple options for activity management to fulfil the variety of teachers' orchestration needs. [ABSTRACT FROM AUTHOR]

In recent years, numerous research studies have highlighted how teachers' perceptions of educational robotics (ER) and their sense of self-efficacy can influence the learning process. Although different instruments exist to investigate teachers' perspectives on ER, the Robotics Interest Questionnaire (RIQ) scale, developed within the Portuguese K–12 education framework to analyse the impact of domain knowledge (i.e. coding and robotics), interest in robotics, and confidence in one's self-efficacy as a robotics teacher, was used in the present work. This instrument has been validated in Portugal, meeting rigorous statistical and reliability measures that our work intends to verify in its Italian version. To test the validity of the instrument, the Teacher Self-Efficacy (QAI) Questionnaire, already validated in Italian and accredited in the literature, was administered jointly. The instruments were administered to a non-probabilistic sample of 823 teachers working in different school orders. Exploratory and confirmatory factor analyses were carried out, confirming a four-factor model. The results suggest the applicability of the RIQ instrument in the Italian school context to test teachers' levels of interest, knowledge, problem-solving, collaborative work, and sense of self-efficacy, successfully discriminating between experienced and inexperienced ER teachers. These constructs, as suggested in multiple works, are relevant factors in promoting the use of robotics for educational purposes. [ABSTRACT FROM AUTHOR]

Educational robotics, as emerging technologies, have been widely applied in the field of STEM education to enhance the instructional and learning quality. Although previous research has highlighted potentials of applying educational robotics in STEM education, there is a lack of empirical evidence to investigate and understand the overall effects of using educational robotics in STEM education as well as the critical factors that influence the effects. To fill this gap, this research conducted a multilevel meta-analysis to examine the overall effect size of using educational robotics in STEM education under K-16 education based on 30 effect sizes from 21 studies published between 2010 and 2022. Furthermore, we examined the possible moderator variables of robot-assisted STEM education, including discipline, educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition. Results showed that educational robotics had the moderate-sized effects on students' STEM learning compared to the non-robotics condition. Specifically, educational robotics had moderate-sized effects on students' learning performances and learning attitudes, and insignificant effects on the improvement of computational thinking. Furthermore, we examined the influence of moderator variables in robot-assisted STEM education. Results indicated that the moderator variable of discipline was significantly associated with the effects of educational robotics on STEM learning. Based on the findings, educational and technological implications were provided to guide future research and practice in the application of educational robotics in STEM education. [ABSTRACT FROM AUTHOR]

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational robotics integrates aspects from various scientific disciplines, encompassing the entire spectrum of science, technology, engineering, and mathematics (STEM) education. Its effective application is heavily reliant on educators tasked with implementing it within a school setting. This study aimed to investigate the potential adoption of educational robotics among preschool and primary education teachers. The study involved 191 preschool teachers (62.2%) and 115 primary school teachers (37.8%). Data was gathered using a structured questionnaire, AKAER, demonstrating strong internal consistency with a Cronbach's alpha reliability coefficient of a=.892. Educators, irrespective of their specialization, gender, or scientific background, acknowledge the significance of educational robotics and express eagerness to incorporate it. A substantial percentage of educators expressed discomfort in using educational robotics and related if they had trained or not. Nonetheless, more than 70.0% of the surveyed educators expressed interest in receiving training on educational robotics to proficiently integrate it into their teaching methodologies. To ensure that the new generation of students can reap the benefits of modern teaching tools like educational robotics, closely tied to STEM education and the cultivation of 21st century skills, we must not only supply schools with the required materials but prioritize the provision of adequately trained and informed educators. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to analyze digital teaching competence in the field of block programming applied to educational robotics among active primary education teachers. The research methodology employed is defined as descriptive and exploratory. We gathered quantitative data through a structured questionnaire, reflecting the level of digital competence of the participating teachers. The results obtained from this study reveal significant deficiencies in the development of teaching digital competence, especially in the areas of robotics and educational programming. Importantly, the teachers in the sample exhibit a high level of knowledge in active pedagogies. In conclusion, we highlight the need to design training and professional development programs that enhance the digital competence of active primary education teachers, with an emphasis on training schemes geared towards robotics and educational programming. [ABSTRACT FROM AUTHOR]