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Insights from Teaching with a Virtual Robotic Solution During the Pandemic: A Mixed-Methods Inquiry
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, , VEX Robotics, United States ; , Duquesne University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, United States ISBN 978-1-939797-61-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Educational robotics has been increasingly incorporated into K-12 classrooms as an effective way to integrate STEM subjects and increase student attitudes toward STEM. The disruption of in-person learning caused by the COVID-19 pandemic created a major barrier to robotics and this active approach to STEM learning. As an immediate solution, a virtual robot learning environment was developed and made available to students and teachers around the world for free. In this mixed-methods inquiry, basic usage data is combined with teacher case studies to gather information about how a virtual robot benefited teaching and learning in distance and hybrid learning contexts during the first year of the pandemic. The teacher reflections revealed common themes that made teaching robotics virtually possible: flexible solutions, continuity, and curriculum and support. Both the usage data and teacher interviews revealed the virtual robot environment help students gain confidence with iterative programming. Implications for future research and robotics pedagogical approaches are discussed.

Citation

Harter, L., McKenna, J. & Van Campenhout, R. (2022). Insights from Teaching with a Virtual Robotic Solution During the Pandemic: A Mixed-Methods Inquiry. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1856-1866). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 7, 2022 from .

Slides