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Students Skills and Abilities

The study examined the use of robots and influence in early childhood and lower level
education, the finding appeared in the last ten years, in which four major factors are managed.
According to the study of Toh, Causo, Tzuo, Chen, and Yeo (2006) the factors examined are: the
type of study conducted, the influence of robots on children's behavior and development, the
perception of stakeholders (parents, children and educators) on educational robots, and finally,
the reaction of children on robot design or appearance. The study also shows that robot’s
influence on children’s skills development could be classified into four major categories:
cognitive, conceptual, language and social (collaborative) skills.
The study investigates the development of student's computational thinking (CT) skills in
the context of educational robotics (ER). The study uses an accordingly CT model for exploring
student's CT skills development in two age group and classes (15 and 18/Junior high and High
vocational). Their skill are evaluated at different phases. Using modality (writing and oral)
assessment tools. The results states accordingly to Atmatzidou & Demetriadis (2015), that
students reached a similarly same level of CT skills development independent of their age and
gender. In most cases CT skills takes time to develop fully. Age and gender have relevant
differences seen in the analysis of student's scores in credits to the study of Atmatzidou and
Demetriadis (2015).
The published study literature about science literacy in educational robotics that focuses
on identifying the potential contribution of corporation on robotics. Effectiveness of educational
robotics as an educational tool. And future research perspective in concern of educational
robotics. The article by Benitti (2011) suggest that ERs act as a viable option that enhance
learning. The outcomes of the literature review of science literacy are discussed for useful
guidance for educators, practitioners and other researchers.
Robotic activities would improve the innovation capacities of students. The study by
Erdogan, Corlu, and Capraro (2013) addressed the need to conceptualize the innovation literacy
idea with a specific purpose that the study determines the effectiveness of a robotic program
design on improving innovation literacy skills. In the study stats showed a significant
improvement in science literacy and mathematical skills of the students that implied a more
controlled learning environment in improving the innovation capacities of the students.
Problem-based learning showed an effective approach for developing analytical skills and
critical thinking. The use of scenario-based learning incorporates problem based learning whilst
encouraging students to collaborate with their colleagues and dynamically adapt to their
environment. As stated by the researchers Mathers, Goktogen, Rankin and Anderson (2012)
these programs take advantage of methodologies such as hands on application, immersive-
learning, integrated technologies and critical thinking. This program involves students in robotics
and encourages students to work scientifically and explores the interaction between scientists and
engineers.
According to Goh and Ali (2014) STEM education is considered as hard, dull, and
without emotional meaning but robotics in education benefits STEM students’ learning using the
LEGO NXT Mindstorms programmable. It develop students’ building, programming skills and
presentation skills reconfigurable robot. To observe and learn abstract physics concepts and to
perform different designed activities.
According to Ramli, Yunus, and Ishak (2011) Malaysian students who explored using the
LEGO NXT Mindstorms sets gave them the opportunity for creativity and sense of achievement.
These only proves that robotics and programming upgrades engineering skills, computer
programming, innovation and creativity among them.
According to Raise (2014) cognition skills refers mainly to do with tasks like memory recall, the
ability to learn new information, verbal comprehension, speech, the brains processing speed and
understanding of written material. It is crucial for students to reach ones full intellectual
potential.
According to Cleverism, problem solving refers to ability to solve problems in an
effective and timely manner. It also refers to being able to define the problem the problem, to
generate solutions, to evaluate and implement selected solution.
According to Alison Doyle (2019) collaboration is an effective way of learning and
gathering information from one another. Engagement in collaboration benefits an individual to
another, since it is sharing of ideas. Collaboration basically means, to sum up details by
connecting one another’s idea in order to make a proper statement regarding the topic.
According to Keith, Sullivan, and Pham (2019) stated that the emergence of distinct roles
correlates with periods of collaboration and periods of parallel solo work, which, in turn, had an
impact on student’s engagement in computational thinking including solution planning,
algorithmic and debugging operations, and the design of the robotic device. Moreover, students
who engaged in greater levels of collaboration selected more difficult challenges to solve within
the robotics environment.
Verner (2013) states that self-confidence, collaboration, interest, seriousness, self-
dependence, learning effort, responsibility, coping with learning pressure, learning through
observation, and perseverance of students can evolve in the course of robotics studies and it their
evolution gives indication on developing their desired competences.
According to Mathers, Goktogen, Rankin, Anderson (2012), Victorian Space Science
Education Center used web-base, problem-base and scenario-base methods in their Mars
expedition. These methods are also useful for the student to learn through simulation with their
colleagues on what they actually do on a given situation. It also allows the student to work
scientifically to develop software control.
According to khanlari (2013) robotics in an effective tool for improving skills including
students creativity, collaboration and team-working, self-direction, communication skills, social
and cross-cultural skills, and social responsibilities that helps the student to prepare for the 21st
century.
According to Grohs and Knight (2018) higher education is use to develop graduates'
capability of addressing complex interdependent problem that is essential for critical
interdisciplinary skill that describes the cognitive flexibility.
Robotics activities are related to addressing or solving a problem, usually comes in
authentic real situations. The students are given a challenging task to solve that the study used to
evaluate the integration of robotics as a tool for problem based learning method, according to
Eteokleous (2018) which a platform re-evaluate the students’ development of problem based
learning that used: cognitive learning-tools, creativity-innovation, critical thinking and
collaboration. In the study of Eteokleous (2018) results revealed positive student experiences and
reactions, and enhancement of the critical thinking and creativity-innovation skills.
The engagement in robot construction kits activities can learn a range of concepts, the
Tangiblek robotics program combined developmentally appropriate computer programming and
robotics tools with a constructionist curriculum designed to engage students in learning
computational thinking, robotics programming, and problem-solving. As stated by Bers,
Flannery, Kazakoff and Sullivan (2014) the overall, study demonstrates that students were both
interested in and able to learn many aspects of robotics, programming, and computational
thinking with the Tangible curriculum design.

Robotics Program
Robot Construction Kits (RCKs) have presented insights that manipulates key skills
according to Sullivan (2016). First, unique double application to RCKs direct instruction and
analogical tools for learning in other domains. Second, RCKs make a possible additional paths
for learning. Third, RCKs supports computational thinking learning progression beginning with a
lower anchor of sequencing and finishing with a high anchor of systems thinking. Fourth, RCKs
support evolving problem-solving abilities along a continuum, ranging from trial and error to
heuristic methods associated with robotics study.

The study discuses findings from robotics summer camp and completion that focusing on
the impact on middle school youth. According to Nugent, Barker, & Grandgentt (2014) that the
robotics camp and competitions showed a viable strategies that can increase student’s STEM
learning, robotics self-efficacy, and problem-solving skills.
Integrating robotics program in science curriculum provides new opportunity to engage
to new world science, to develop conceptual understanding of physics principles through the
process of investigation, data analysis, engineering design, and construction. In addition as stated
by Church, Ford, Perova and Rogers (2010) students become more confident learners and
develop better problem-solving and teamwork skills. The paper describe the successful role of
LEGO Mindstorms in making robotic-based activities and perform novel science investigations
with a toolset that helps them achieve a high reproducibility in their experimental designs.
At Indiana University the researchers have developed a freshman course Introduction to
Engineering and Computer Science. The main objective of this course is to gain retention.
Aims to provide students sufficient computer and personal skills to develop the right mental
attitude for academic success. The main project as Dr. Pomalaza-Raez (2013) suggest, small
teams of students to design, build, program and test autonomous robots using LEGO. This is a
multidisciplinary, project‐driven promotes learning process that encourages students to develop
problem solving and teamwork skills and fosters their creativity and logic.
The Pace University presented a study involving students using LEGO
MINDSTORMS®. The class uses a project-based learning environment and teaches robotics,
computer programming concepts, and problem solving skills. And according to Mosely and
Kline (n.d.) students work in team (collaborative) towards a common goal of developing logical
and creative solutions to problems using LEGO robotics. The project excite the students with a
fun yet valuable experience.
According to the study of Blanchard and Pitre (2010) states that, most of the schools
introduced robotics as an innovative learning environment enhancing and building higher order
thinking skills and abilities to help students solve complex subjects. The researchers conducted a
robotic-based interviews and observations and discussed their findings suggesting the emergence
of situational awareness and critical thinking in students.
The study of Buss, Gamboa, Mitchell, Fashola, Hubert and Almughyira (2016) gather the
findings of the study by developing a game design through “Scalable Game Design Software” to
develop student’s computational thinking strategies. Twenty-four students engage to the LEGO
EV3 robotics, study reveal that score on constructs some remained unchanged (video
gaming/computer gaming) and some increased significantly (robotics/gaming). Finally,
children’s computational thinking (CT) strategies varied by method of instruction as students
who participated in holistic game development. This study contributes to the STEM education
literature on the use of robotics and game design to influence self-efficacy in technology and
CT.
According to Eguchi (2015) the general training course gives learning knowledge
planning to cultivate basic reasoning, critical thinking, and joint effort aptitudes just as
imagination and advancement through the coordination of mechanical autonomy as a learning
instrument and trans-disciplinary methodology in a student focused, communitarian, and venture
based learning condition. The outcomes demonstrate that the understudies have accomplished the
learning results that the course set. (Eguchi, 2015).
National Science Education Standards stated that science literacy is the ability to
describe, explain, and predict natural phenomena. It implies that a person can identify scientific
issues underlying national and local decisions and express positions that are scientifically and
technologically informed. It also implies the capacity to pose and evaluate arguments based on
evidence and to apply conclusions from such arguments appropriately.
The study presents that educational robotics provides students, who usually are the
consumers of technology, with opportunities to stop, question, and think deeply about
technology. Educational robotics is a learning tool that enhances students’ learning experience
through hands-on mind-on learning. Most importantly, educational robotics provides a fun and
exciting learning environment because of its hands-on nature and the integration of technology.
This chapter aims to promote robotics in classroom by connecting robotics learning with various
STEM curriculum standards. According to Eguchi (2017)
According to study of Afari and Khine (2017) some recommendations to enhance
learning activities in the classrooms are provided. Among flourishing arrays of technologies,
robotics provides challenges and opportunities to the learners in developing innovative ideas,
disruptive thinking and higher order learning skills.
The paper reports the result of a study in relation of robotics activity to the use of science
literacy skills and the development of systems understanding in senior school students. Twenty-
six students attending an intensive robotics course offered at a summer camp for academically
advanced students participated in the research. According to Sullivan (2008) the study analyzed
how students takes advantage of thinking skills and science process skills characteristic of
scientifically literate individuals to solve a robotics challenge. It resulted to prompts the
utilization of science literacy-based thinking and science process skills and leads to increased
systems understanding.
The investigation of this study is the effect of robotic cooperative learning approaches of
students’ critical thinking and STEM interest. Mosley and Scollins (2016) conducted an
evaluation test to ninety-four students, taking a critical thinking test was administered to
evaluate the cognitive skills and STEM interest of the students. Implemented with two formats
cooperative learning and problem-based learning. Findings reveal that critical thinking of
students is enhanced significantly by robotic cooperative learning

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