The use of robotics embedded in playful learning scenarios in secondary schools: Teachers’ and students’ perspectives
DOI:
https://doi.org/10.62695/TCRV1611Keywords:
Playful learning, Robotics, Pedagogical approaches, MindsetAbstract
Educational robotics integrated with playful and peer-learning approaches can help transform teaching and learning; yet, it is under-utilised in non-ICT related subjects in the secondary sector. This study sought to explore: a) the process underpinning playful learning scenarios integrating robotics; b) the learning experience both from the students’ and the teachers’ perspective; c) the impact of robotics integration on pedagogical practices. We investigated two learning scenarios through participant observation and semi-structured interviews with a purposive sample of students and educators. Subsequently, we transcribed the interviews and carried out inductive thematic analysis on all the data. Analysis from both sets of responses indicated that the teacher's mindset plays a key role in the use of robotics to attain the learning outcomes utilising playful scenarios. Consequently, this has a ripple effect on the students' learning and engagement.
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