Student Satisfaction and Self-Efficacy in a Cooperative Robotics Course

By Eric Zhi-Feng Liu, C. Lin, Chiungsui Chang. 2010

87 citations recorded by the source corpus.

In this study, LEGO robotics and cooperative learning were integrated into the design of a course. In the course, preservice teachers had to complete their assignments by cooperating, solving problems, and conducting team discussions. After the course, questionnaires were used to understand the advantages and disadvantages of the design of the robotics course, student satisfaction with the course, and changes of the preservice teachers’ confidence in learning LEGO robotics. The satisfaction questionnaire covered three dimensions: teaching environment, teaching content, and teaching method. Results showed that by the end of the semester, students’ satisfaction with the cooperative robotics course had improved. Furthermore, the results showed positive effects on preservice teachers’ perceived self-efficacy when learning LEGO robotics.

Subfields: Control and Systems Engineering

View Paper: https://www.semanticscholar.org/paper/8e490fd04238beb32ac6fb0749fd1f7b7fbde675

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Control and Systems Engineering

1. O. Oudgenoeg‐Paz
2. Rianne van den Berghe
3. S. V. D. van der Ven
4. Paul M. Leseman
5. Josje Verhagen

Citations in the corpus

• Social Robots for Language Learning: A Review (2018, background): “…only in RALL studies but also in studies looking at other types of robot-assisted learning, such as programming and drawing and interpreting graphs (Chin, Hong, & Chen, 2014; E. Lee & Lee, 2008; E. Z. F. Liu, Lin, & Chang, 2010; Mitnik, Recabarren, Nussbaum, & Soto, 2009; Nourbakhsh et al., 2005).”