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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.
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.
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