Characteristics of Student Engagement in High-School Robotics Courses

Autor/inn/en	Verner, Igor M.; Perez, Huberth; Lavi, Rea
Titel	Characteristics of Student Engagement in High-School Robotics Courses
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 4, S.2129-2150 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Verner, Igor M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-021-09688-0
Schlagwörter	Learner Engagement; High School Students; Robotics; Grade 11; Learning Activities; Teaching Methods; Computer Science Education; Engineering Education; Mathematics Education; Student Attitudes; Comparative Analysis; Advanced Courses + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Robotertechnik; School year 11; 11. Schuljahr; Schuljahr 11; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Computer science lessons; Informatikunterricht; Ingenieurausbildung; Mathematische Bildung; Schülerverhalten; Fortgeschrittenenunterricht
Abstract	Student engagement has been described as active involvement in a learning activity that significantly affects learning achievement. This study investigated student engagement in robotics education, considering it as an instant emotional reaction on interaction with the teacher, the peers, and the robotic environment. The objective was to characterize engagement in high school robotics courses through the lenses of preparation for academic and technical careers. Students who participated in this study (N = 41), all of whom were in the eleventh grade, belonged to either School A (n[subscript 1] = 20) or School B (n[subscript 2] = 21). School A students studied only one subject at an advanced level--mechatronics, while each student in School B studied engineering systems as well as one of the following three subjects at an advanced level: computer science, a natural science subject, or mathematics. Data were collected via structured classroom observations, interviews, and a questionnaire. From the analysis of the collected data, we identified 23 engagement structures in total, 12 of which were already known in the literature, and 11 of which were novel. The two groups of students shared nine known structures, and no novel structures. Unlike previous studies of engagement structures, this study was based on an entire year of observations. Additionally, it is one of the first studies of high school student engagement in robotics education. Our findings and conclusions contribute to understanding of student engagement in robotic education, allowing robotics teachers to tailor their instruction more effectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01