Understanding the Impact of a Robotics-based Language Arts Curriculum on Rural Students’ Computer Science Self-efficacy

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 4
  In Roundtable Session: Digital Literacy, Robotics, and Ethical AI in Education

Abstract

This mixed methods study examined the impact of a robotics-based intervention integrated into a high school language arts class on rural students’ CS self-efficacy. By integrating CS into an English language arts course, this study aimed to broaden student participation in CS education and empower students with coding skills alongside their reading and writing abilities. Quantitative findings showed that rural students’ CS self-efficacy improved after attending the language-based robotics intervention. Qualitative findings added supplemental insights on how mastery experience with coding when interacting with robotics developed rural students’ CS self-efficacy. The findings of this study tapped into the potential of integrating robotics-based curriculum in language arts classes to enhance rural students’ CS self-efficacy.

Authors

• Hengtao Tang, University of South Carolina

• Yingxiao Karen Qian, University of South Carolina

• Susan Porter-Voss, University of South Carolina