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Haptic/Graphic Rehabilitation: Integrating a Robot into a Virtual Environment Library and Applying it to Stroke Therapy

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Effects of a Pair Programming Educational Robot-Based Approach on Students' Interdisciplinary Learning of

Ting-Chia Hsu¹, Ching Chang¹, Long-Kai Wu²

¹Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei City, Taiwan.

Frontiers in Psychology

|June 10, 2022

Summary

Pair programming with educational robots enhances computational thinking (CT) and foreign language learning (FL). The study found English as a Foreign Language (EFL) learners showed better cooperation and less anxiety, while Chinese as a Second Language (CSL) learners excelled in problem-solving.

Keywords:

educational robots interdisciplinary activities language learning pair programming trial-and-error loops

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Area of Science:

Educational Technology
Computational Thinking
Foreign Language Acquisition

Background:

Educational robots (ERs) are increasingly used to integrate computational thinking (CT) across STEM and foreign language (FL) learning.
Effective integration requires interactive learning to support target-language (TL) acquisition and reduce learner anxiety.

Purpose of the Study:

To validate the effects of pair programming (PP) and question-and-response interaction in a board-game activity.
To assess the impact on young learners' CT skills and TL learning across different contexts.
To examine the influence on CT skills, TL anxiety, and learning behaviors.

Main Methods:

Utilized a board-game activity incorporating pair programming (PP) and Q&A interaction.
Involved two Grade 6 classes: 15 Chinese as a Second Language (CSL) learners and 15 English as a Foreign Language (EFL) learners.
Employed achievement assessments, CT skills and TL anxiety questionnaires, and learning behavior analysis.

Main Results:

The EFL group demonstrated superior cooperation in CT and lower TL anxiety.
The CSL group exhibited stronger CT problem-solving skills but more trial-and-error behaviors.
Differences in social skills and problem-solving approaches were observed between language groups.

Conclusions:

The proposed PP and Q&A method effectively supports CT development and TL learning in cross-disciplinary and cross-context settings.
Findings offer insights for designing effective cross-disciplinary educational strategies.
The approach contributes to understanding language learning anxiety and CT skill development in diverse student populations.