Cross-Age Peer Tutoring in Robotics: A Path to Computational Thinking

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: Reimagining Inclusive Learning Environments

Abstract

The study examines developmental differences in the acquisition of computational thinking (CT) among students in Grades 3 to 5 (ages 8–11) engaged in educational robotics (ER) activities implemented through a peer tutoring (PT) framework. A quasi-experimental design was employed, utilizing pre- and post-intervention assessments to measure CT competencies. Findings indicated statistically significant improvements in CT performance among all participants, encompassing both tutors and tutees. No significant differences were observed in post-test outcomes between the two groups, suggesting that the PT approach within ER activities is equally advantageous for both tutors and tutees. These findings underscore the potential of developmentally appropriate, structured ER and PT interventions to mitigate age-related differences and effectively cultivate CT skills in primary education contexts.

Authors

• Charoula M. Angeli, University of Cyprus

• Vasia Anastasiou, University of Cyprus