The importance of feedback for the development of computational thinking in robotics educational programs for elementary schools

Abstract

The research is aimed at testing hypotheses about the positive impact of educational robots on the development of educational programs and motivation of students. The main objective of the meta-analysis is to determine the overall impact of educational robotic interventions on the cognitive outcomes of primary school students, comparing them with conditions unrelated to robotics. For this purpose, eight scientific articles published from 2018 to 2022 were selected and included in the analysis. The calculated standardized mean difference (Hedge's g) for each study made it possible to compare the effects of learning using robots and traditional learning. The results of the meta-analysis show that learning using robots has a moderate positive effect (Hedge's g = 0.64, 95% CI [0.44; 0.84]) compared with traditional learning. The analysis of publication bias did not reveal significant deviations, which confirms the reliability of the results. The data obtained can be useful for teachers and administrators, providing strong evidence of the effectiveness of educational methods based on robots and helping to make informed decisions about allocating resources for the development of this field of study. The article examines the importance of feedback in the context of educational programs on robotics for elementary school students in order to develop computational thinking. Feedback is a key element of the learning process, which stimulates active interaction of students with the material, provides an opportunity to adapt action strategies in accordance with the tasks set and contributes to improving the effectiveness of learning. As a result, the integration of feedback into educational programs on robotics is an important component for the successful development of computational thinking in elementary school students.