Literaturnachweis - Detailanzeige
| Autor/inn/en | Park, Sung-Deok; Kim, Eun-Jung; Kim, Kyung-Chul |
|---|---|
| Titel | A Meta-Analysis on the Effects of Learning with Robots in Early Childhood Education in Korea |
| Quelle | In: International Journal of Mobile and Blended Learning, 11 (2019) 3, S.55-63, Artikel 4 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| DOI | 10.4018/IJMBL.2019070104 |
| Schlagwörter | Foreign Countries; Early Childhood Education; Robotics; Teaching Methods; Educational Technology; Technology Uses in Education; Effect Size; Preschool Children; Program Effectiveness; Age Differences; South Korea Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Robotertechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Korea; Republik |
| Abstract | This meta-analysis examines the effects of learning with robots (r-learning) on young children and, on this basis, gives suggestions for using robotics in education for young children. A test of homogeneity was performed for 27 Korean studies done between 2008 and 2016 and a random effect model introduced to reveal the effect sizes. The overall effect size was medium to large at 0.72. After analyzing gaps in effect sizes with different categorical moderator variables, the authors found significant differences depending on platform type, activity type, dependent variables for r-learning effect, and age. The study also investigates relationships between effect size and continuous moderator variables such as treatment period and year of publication. The meta-regression model showed a significantly negative relationship between effect size and year of publication. Thus, effects of r-learning on a young child are generally beneficial, and r-learning also improves variables like a child's social nature, though conversely the effect on language development appears below average. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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