In a robotics learning environment, this study aims to explore: 1) The relationship between students' time spent on peer interactions and their problem-solving measures; 2) The patterns of peer interactions which might promote students' PS competencies. A mixed-method research, adopting pre-post test, semi-structured interview, and classroom observation, was conducted with 32 primary school students and one dedicated robotics teacher in a robotics summer camp. Results showed that: 1) students' time spent on peer interaction was positively correlated to students' problem-solving self-efficacy. 2) Among various peer interactions, discussion, the division of work, and observational learning were found to be effective for developing students' problem-solving competencies, while off-task interaction was excluded. Copyright © 2021 ACM.
|Title of host publication||Proceedings of ICETT 2021: 2021 7th International Conference on Education and Training Technologies|
|Place of Publication||New York|
|Publisher||Association for Computing Machinery|
|Publication status||Published - Apr 2021|
CitationQu, J., & Dai, L. (2021). Promoting students’ problem-solving competencies: Peer interactions in a robotics learning environment. In Proceedings of ICETT 2021: 2021 7th International Conference on Education and Training Technologies (pp. 84-89). New York: Association for Computing Machinery.
- Robotics education
- Problem-solving competencies
- Peer interactions