The Effects of Embodied Planning in Children's Robotics Education

• In Event: Technology for Improving Robotics and Mathematics Learning in Early Educational Settings

Abstract

To investigate effective types of Robotics education in early educational setting, this paper employed LEGO WeDo as a tool in two types of embodiment conditions, full embodied (FE) vs. low embodied (LE). Each group experienced full-body (FE) and hand embodied (LE) planning activities before constructing and programming the robotics. The study examined students’ problem-solving abilities between groups and its relation to spatial ability. Data suggested that the full-embodied group demonstrated better problem solving skills compared to the low-embodied group. Spatial ability was found to be positively correlated with problem-solving scores. Results of the self-determination survey suggests that the full-embodiment group formed higher expectations of their work than low-embodiment group throughout the activity sessions.

Authors

• Woonhee Sung, Teachers College, Columbia University

• Junghyun Ahn, Teachers College, Columbia University

• Shimin Kai, Teachers College, Columbia University

• John B. Black, Teachers College, Columbia University