Learning to Program with Personal Robots: Influences on Student Motivation

Autor/in	McGill, Monica M.
Titel	Learning to Program with Personal Robots: Influences on Student Motivation
Quelle	In: ACM Transactions on Computing Education, 12 (2012) 1, Artikel 4 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
DOI	10.1145/2133797.2133801
Schlagwörter	Educational Technology; Computer Software; Gender Differences; Student Interests; Instructional Materials; Programming; Robotics; Introductory Courses; Student Motivation; Computer Science Education; Attention; Relevance (Education); Self Esteem; Satisfaction; Student Attitudes; Instructional Effectiveness; College Students + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Geschlechterkonflikt; Studieninteresse; Lehrmaterial; Lehrmittel; Programmierung; Robotertechnik; Einführungskurs; Schulische Motivation; Computer science lessons; Informatikunterricht; Aufmerksamkeit; Relevance; Relevanz; Self-esteem; Selbstaufmerksamkeit; Zufriedenheit; Schülerverhalten; Unterrichtserfolg; Collegestudent
Abstract	One of the goals of using robots in introductory programming courses is to increase motivation among learners. There have been several types of robots that have been used extensively in the classroom to teach a variety of computer science concepts. A more recently introduced robot designed to teach programming to novice students is the Institute for Personal Robots in Education (IPRE) robot. The author chose to use this robot and study its motivational effects on non-computer science students in a CS0 course. The purpose of this study was to determine whether using the IPRE robots motivates students to learn programming in a CS0 course. After considering various motivational theories and instruments designed to measure motivation, the author used Keller's Instructional Materials Motivation Survey to measure four components of motivation: attention, relevance, confidence, and satisfaction. Additional items were added to the survey, including a set of open-ended questions. The results of this study indicate that the use of these robots had a positive influence on participants' attitudes towards learning to program in a CS0 course, but little or no effect on relevance, confidence, or satisfaction. Results also indicate that although gender and students interests may affect individual components of motivation, gender, technical self-perception, and interest in software development have no bearing on the overall motivational levels of students. (Contains 1 figure and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10