Abstract

This study investigates the effects of educational robotics (ER) and peer tutoring (PT) on the development of computational thinking (CT) in primary school students. The sample consisted of 40 students from a public European school, with fifth graders acting as tutors and fourth graders as tutees. A quasi-experimental design was used, incorporating pre- and post-tests to assess CT skills, alongside semi-structured interviews. The results demonstrate significant improvements in CT for both tutors and tutees. Statistical analyses reveal no significant difference in post-test scores between the two groups, indicating that PT within ER activities benefited both tutors and tutees. Qualitative findings highlighted additional benefits, including enhanced learning experiences, the formation of new friendships, and the development of social skills. The study emphasizes the value of PT in ER and suggests further research on its role in fostering metacognitive skills and its long-term impact on educational outcomes.

Presenters

Charoula Angeli
Professor, Department of Education, Instructional Technology, University of Cyprus, Cyprus

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Technologies in Learning

KEYWORDS

COMPUTATIONAL THINKING, EDUCATIONAL ROBOTICS, CROSS-AGE TUTORING

Digital Media

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